Evaluating a School: Beyond the Packaging

When visiting a school as a reviewer/auditor, potential parent, prospective teacher, or even just concerned stakeholder, it is tempting to start with the obvious: the curriculum, the carefully planned documents in a computer system, or a meeting with the school leader to hear their vision. Perhaps even an organised marketing tour designed to highlight the institution’s ‘best’ features. These, however, only provide you with the packaging and a list of ingredients. They do not offer the ‘taste, texture, or experience’ that defines a school’s culture. And education, as we know, is as much about the experience as it is about the knowledge imparted.

Lifelong learners are not born in a vacuum but cultivated through an enriching culture that permeates the school. Here are ten areas I feel are critical to consider when visiting a school that will provide deeper insights into the heart and soul. As we know, true love is found in the heart and soul.

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1. Celebration of Student Work

Is student work visible and celebrated throughout the school? Displays of essays, artwork, projects, and even smaller achievements show that the institution values student output. Is there a display of the progression of work? If such celebrations are missing, ask why. The response or lack of response will tell you all you need to know about whether it is due to poor quality, a lack of output, or simply a culture that doesn’t prioritise recognition. Celebrating achievements, however small, motivates students and fosters a sense of pride in their efforts. Research by Ryan and Deci (2000) on self-determination theory highlights how recognition and competence are critical drivers of intrinsic motivation and efficacy.

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2. Hallway Atmosphere

Are the hallways a celebration of learning or sterile corridors? Are the posters and other materials up to date? How old is the artwork? Hallway displays should tell a story of what students are learning, their creativity, and the school’s academic heartbeat. They should reflect the current climate of the school, not the climate 5 years ago. Vibrant and current hallways reflect an environment that values process as much as outcomes, fostering engagement and the culture of ‘doing’.

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3. Classroom Clocks

What does a cheap watch say about a businessman? What do broken clocks say about attention to detail in the classroom? Details matter, and seemingly small things like functional clocks reflect the school’s approach to organisation and care for the learning environment. An organised, well-maintained space inspires confidence and focus, much like attention to detail does in hospitality and service industries (Drucker, 2006). Imagine you were to be expected to pay for a fine dining experience in a restaurant with holes in the wall or broken fixtures.

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4. Teacher-Student Interactions

Observe informal interactions between teachers and students in hallways, stairwells, and other unstructured spaces. Hang out in the halls during breaks. Are they friendly but respectful? Too strict? Too relaxed? The ideal sweet spot fosters mutual respect, where both parties feel valued and supported with a dash of humour and care. Research by Hattie (2009) shows that teacher-student relationships are among the most significant influences on student achievement, demonstrating the importance of informal connections as part of the broader learning environment.

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5. Passion Projects and PBL

Schools often tout their commitment to project-based learning (PBL), but where is the evidence? Look for tangible products, celebrations of completed projects, and signs of student-led inquiry. Passion projects and PBL showcase student creativity, collaboration, and critical thinking. As Larmer, Mergendoller, and Boss (2015) explain, high-quality PBL engages students in meaningful work that builds deeper understanding. Could the school hold a festival of learning?

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6. Principal Presence

When was the last time the school leader visited a classroom? Ask and see. If the response is defensive, you have your answer. Leadership by presence, rather than policy, is essential. Principals who are visible in classrooms and hallways set the tone for a culture of learning and accountability. Conversely, overly ‘busy’ leaders may inadvertently signal avoidance rather than engagement. As Kotter (1996) argues, effective leaders prioritise visibility to inspire and influence change directly.

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7. Classroom Atmosphere

Stand outside a classroom and listen. What do you hear? Enthusiastic discussion, collaboration between students and teachers, and audible enjoyment often indicate a healthy learning environment. If you peek in, are you welcomed or ignored? A welcoming atmosphere reflects openness and inclusivity, which are critical for building a sense of belonging and safety in the classroom.

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8. Teacher Morale

Pay attention to the teachers. Are they tired and worn out? Too relaxed? Or do they exude energy and passion for their work? Teachers willing to openly chat about their work with enthusiasm often indicate a healthy school culture. Beware of environments where educators only repeat the ‘company line’ or give-off a sense of false positivity. It could signal disengagement or a lack of autonomy.

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9. Celebration of Teachers and Students

Most schools celebrate student achievements, but is teacher success also recognised? Schools that value their staff’s contributions create a more positive culture. Look for signs of both teacher and student celebration in the environment. Recognition of effort and success aligns with Ryan and Deci’s (2000) findings on motivation; both students and adults thrive when their work is valued. A post on a social media site is nice, but visible recognition in the hallways goes a long way to reinforcing a positive culture.

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10. School Identity and Culture-Building Systems

House teams, identity-building activities, and other systems can play a significant role in fostering a sense of belonging. Are these systems present, and do they seem effective? A strong school identity helps students and staff feel connected and invested in their community. As Schein (2010) explains, culture-building practices are foundational to creating shared meaning and purpose. However, conversely, forced or false narratives of unity can create a toxic atmosphere of resentment.

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After the Observations: Data and Admissions

Only after exploring the culture should you turn to the data. Data doesn’t tell the story by itself but is supported by the way data is used. Look at assessment results and ask how they inform planning. When would an intervention be triggered? Is it only if there are poor results? Effective schools have clear links between assessment and teaching, with systems in place to validate and gauge progress for all levels of achievement.

Finally, examine admissions and retention. Are there effective systems for vetting students for suitability and viability? As an old Australian John West tuna advertisement once said, “It’s the fish that John West rejects that makes it the best.” Schools must ensure they have effective discipline and behaviour policies to protect students, teachers, and the wider community. Discipline should be a proactive system, understood and supported by everyone in the school. Students must not be abandoned if they don’t fit the mould, but also not tolerated if they are unwilling to respect the right to learn.

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Why These Elements Matter

Schools are complex organisms, and education is one of the most scrutinised industries for good reason. While I looked at ten areas, there are hundreds more. There are a myriad of metrics and a plethora of processes. The complex nature of schools and the way they fit within cultural norms and societal expectations, or within budgets and facilities means that it is difficult to judge a great school by the 'glossy' advertising. It is the day to day work and lives that really demonstrate the power and the passion.

As management experts like Drucker (2006) and hospitality leaders have shown, creating a great experience hinges on attention to detail, fostering relationships, and maintaining a clear purpose. What matters most in education is not only how we get there but ensuring that we do get there. There are futures at stake.

Visiting a school as an auditor, potential employee, potential parent, or stakeholder, with these points in mind will give you a deeper understanding of its culture and priorities than the 'sales pitch' of leaders or marketing. It is often more about what you don’t see or don’t hear than the story you are told. Education is not just about the knowledge imparted; it’s about creating a lifelong love of learning. The true measure of a school lies in its ability to balance the tangible and intangible aspects of education, crafting an experience that inspires both students and teachers alike.

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References

Drucker, P. F. (2006). The Effective Executive. HarperBusiness.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Kotter, J. P. (1996). Leading Change. Harvard Business Review Press.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the Standard for Project-Based Learning. ASCD.

Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.

Schein, E. H. (2017). Organizational Culture and Leadership. Jossey-Bass.

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