Review of
Stewardship of Resources

The Stewardship of resources is essential for the flourishing of school communities. As a dimension of school improvement it is reviewed every five years.

School improvement around the Stewardship of Resources may be considered, described, evaluated and validated by identifying the presence of a set of quality indicators.

The Quality Indicators of the Stewardship of Resources Dimension describe what we want our schools to build:

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

The self-review process involves the school exploring this dimension, making judgements about performance and illustrating those judgements to the validation panel. Discernment about culture and performance will guide further planning and action.

These questions based on the Quality Indicators for Stewardship of Resources provide a starting point for self-review. Other questions will emerge from the particular context of each school.


  • How do we ensure that parents have ongoing opportunities for meaningful engagement with the school community?
  • What partnerships and networks is the school currently involved in?
  • In relation to Facilities, please outline any joint usage arrangements that are currently in place.
  • What is the quality of our partnerships with the community, the CEO, the educational community and other agencies?
  • How effectively do we build and sustain partnerships?

Access and Equity

  • How well established is the idea of equity not equality in the school community?
  • How do we determine how our resources will be allocated and prioritised? How do we monitor our decision making for equity and access?
  • Do our processes for fee collection etc. reflect our values?

Governance Structures

  • What is the framework for decision making and the current governance structure in our school?
  • What sense of co-responsibility is understood by staff, students and families?
  • How is the role of the Canonical Administrator understood within our school?
  • What influence and involvement do our governance structures have over our management and use of space for learning?
  • What influence and involvement do our governance structures have over our decisions regarding resource allocations?
  • How would staff, parents and families describe their confidence in having a voice in the school community?
  • Whose voices are heard and whose are not?

Option for the other

  • Where is our evidence that we do have such a preference?
  • How sufficient is our approach to the marginalised and under-represented in our community?
  • Is our outreach beyond the school well planned and considered?
  • How well informed are the general community about our fee policies and other support measures?


  • Are our decisions around resource allocation well informed and do they consider the long-term financial impact on the school?
  • What preference is given to the purchase of environmentally sustainable products and services?
  • What environmentally sustainable principles and practices are incorporated into the school’s operations?
  • What steps are taken to educate our community about environmentally sustainable principles and practices?


  • What procedures and practices are in place to ensure that the Canonical Administrator and School Board/Council are regularly updated and fully informed about the Stewardship of Resources of the school?
  • What process is in place for reporting to staff, to the community and other organisations?
  • What are the procedures and practices in place to ensure the timely and accurate completion of accountability documents to relevant authorities?
  • How well informed are school leaders about the obligations of the school in relation to specific purpose and capital grants? Where the Canonical Administrator has delegated responsibilities for the ongoing management of the school, are these appropriately documented and reviewed?
  • What process has the school undertaken to develop and renew their Master Plan?

Documents to be provided to the Panel Chair through the CEO two weeks prior to Validation Day.

Please use electronic templates provided as a starting point.

For All Reviews


Current School Improvement Plan and this year’s Annual Action Plan (Mission)


Current Identity Statement, Vision Statement and Graduate Outcomes


Most recent Annual Report to the School Community


Program for the review day (As negotiated with the chair of the Validation Panel)



Documents and/or evidence to be made available to the Panel on Validation Day.

These may be located in various school documents.
Please provide clearly marked materials to the Panel.


Previous Validation Report


Copy of School Enrolment Policy


Overview of school Leadership and Organisational Structure, including parental involvement

School community


Information about your school’s foundation and history


Copies of promotional material and enrolment brochures for your school


Example of School Newsletter and/or School Magazine


The most recent Annual Financial Statements and DEEWR Financial Questionnaire


Audit Management Letter


Any documents that were used to prepare the annual budget


Payroll records


Asset Register


Signed record of any Financial Delegations


Record of any Fee Discounts or write offs


The Parent Information Handbook and Staff Handbook


The information that was sent home to parents informing of the fee structure (and increases) for the current year


The current schedule for reporting to the School Board/Council including details of what is provided at each meeting


Maintenance Plan


The current Master Plan including details of any proposed capital works projects


Copies of Certificate of Title


Certificates of Occupancy for all occupied buildings


Collection of data on enrolment history and forecast for the school


Copy of the current Technology Plan


Essential Services Log book


Evidence of process for obtaining quotes for goods and services


There are three parts of the Self-Review Summary that are to be emailed to the Chair of the Validation Panel two (2) weeks prior to the Validation visit:

  1. Exploring the current reality: documented understandings in summary format (1 or 2 pages)
  2. Gauging the current reality against the School Vision and CoSSI Quality Indicators
  3. Identifying priorities for the next cycle of school improvement.

Note: Parts 2 and 3 to be documented in the Self-Review Documentation Guide provided (Download, complete and email).