School improvement in Sandhurst is enacted across
a number of related dimensions.

In the school review process we look for evidence that our schools are engaging fully with human potential inspired by the Catholic story. We look across all dimensions: Catholic Identity; Leadership; Learning & Teaching; Pastoral Wellbeing; and Stewardship of Resources to plan, implement and evaluate school improvement.

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Catholic identity

Catholic Identity is at the heart of all we do in Sandhurst schools. It captures our purpose, our values, our aspirations and our commitment. Our schools are intentionally, not incidentally Catholic; seeking truth, balancing ideals and realities.

Together we explore a contemporary understanding of faith which energises and inspires a deep understanding of ourselves, of life and of relationship with God.

We are committed to community and to spirituality; to liturgy, ritual and symbolism. We take Jesus and the Gospel seriously. There is no part of schooling that is not illuminated by our Catholic faith.

The extent to which staff and students are able to develop and integrate these understandings is significantly dependent upon the capacity of the school to provide the best possible learning environment. We actively seek to inspire students, families and staff through the Catholic story so that they live justly and make a difference in the world in the Spirit of Jesus.

In living out the SSEB vision, ‘Catholic education unites the mission of the Church with service to the total development of the human person.’

The ultimate indicator of the quality of our schools is the extent to which our students, our people and our schools are flourishing. We want our schools to be:

  • sacramental
  • life-giving
  • faithful
  • just
  • inclusive.

Most significantly, Catholic Identity inspires and informs the four key dimensions of school life: Leadership, Learning and Teaching, Pastoral Wellbeing and the Stewardship of Resources.

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Leadership describes the intentions and actions of those who seek to influence others. In Sandhurst schools leadership is both devolved across the Diocese, system and community and at the same time it is delegated and shared in designated positions and roles within schools.

Leadership in Sandhurst schools is at the service of the mission of the church and the local community. Our leaders are called and supported to be prophetic – courageous, inclusive, countercultural, authentic and hope-filled.

'Unless the leader continues to evolve, to adapt and adjust to external change the organisation will sooner or later stall.' 

In Sandhurst the quality indicators for this dimension of school improvement describe Leadership for mission inspired by the Catholic story:

  • shape culture
  • transform community
  • develop governance structures
  • focus on learning
  • build capacity
  • enhance performance
  • steward resources

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Learning and teaching

Learning and teaching describes the central action of Sandhurst schools. 

Learning is the right of every student in our schools; it connects us to the hopes of their families and it shapes the obligations of our staff and system.

Our schools seek to engage each student, facilitating the development of understanding, skills and capabilities in order to help each one flourish as a person and a liberated learner within a culturally diverse society.

In Sandhurst the quality indicators of this dimension describe Learning and Teaching inspired by the Catholic story:

  • professional learning communities
  • high expectations for all learners
  • stimulating and secure learning environments
  • purposeful learning
  • purposeful teaching
  • leadership for learning
  • accountability

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Pastoral wellbeing

Pastoral wellbeing describes both an approach and an outcome.

Our schools desire to assist each student develop a state of wholeness that comes from the integration of a healthy mind, body and spirit.

Our approach is shaped by the Catholic tradition of pastoral care and the best of contemporary research. It has moved beyond intervention alone to a rich approach to learning and teaching in order to develop socially and culturally capable global citizens.

We foster hope-filled communities by ensuring the dignity of each person, engaging students and advocating for families and carers.

In Sandhurst the quality indicators of this dimension describe Pastoral Wellbeing inspired by the Catholic story:

  • safe, positive school environment
  • whole school approach
  • family/community engagement
  • connecting learning & behaviour
  • social and emotional learning
  • inclusive practice
  • intervention and support

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Stewardship of resources

Stewardship of resources describes an approach and a set of practices that flow from a call to the deep and ongoing care of creation. We see ourselves as part of a heritage of service and responsibility.

Our accountabilities for the environment extend beyond previous limits of time, borders and self-interest. We are called to be just and faithful stewards; resourcing our schools, building partnerships, advocating for the community and growing a sense of responsibility about sustaining our environment.

In Sandhurst the quality indicators of this dimension describe the Stewardship of Resources inspired by the Catholic story:

  • partnerships
  • access & equity
  • governance structures
  • option for the other
  • sustainability
  • accountability.


In a snapshot

Across all these dimensions schools are expected to plan for, implement and evaluate strategies for school improvement.

Most importantly, each of these dimensions is explicitly underpinned by the Catholic Identity of the school - its mission, its complexity, the challenges of authenticity and witness; and the possibilities and hope it offers.

A table showing the quality indicators across all dimensions of school improvement is included in Appendix 1.

This Charter calls all members of Sandhurst school communities to share the opportunity and the responsibility for improving schools to meet the needs of students and to serve the common good.