With 465 parents returning the survey the data can be considered representative. There was quite an even spread across year levels and an overview is provided below.
Learning in the Home and Family Wellbeing
- On a scale of 1 (‘struggling’) to 5 (‘thriving’):
- 66.23 per cent of families believed they were, as a household, navigating remote learning with their daughters well (rating 4 or 5)
- 66.16 per cent of families believed their daughters were adjusting well to remote learning (rating 4 or 5)
- The most positive aspects of home learning were: independence and autonomy in learning (52.9 per cent); more time together as a family (52.9 per cent); less concern about contracting COVID-19 (34.41 per cent); and more free time (31.18 per cent).
- The areas that were most negatively affecting girls’ ability to learn at home were: social media (26.02 per cent); a lack of routine (24.95 percent) and motivation (24.09 per cent); television (22.37 per cent); and other siblings (22.58 per cent).
- The challenges most frequently faced by families adapting to remote learning were: balancing working from home with supporting remote learning (44.95 per cent); adapting to new technology (34.84 per cent); managing remote learning needs for different schools (32.9 per cent) and motivating their daughters to learn remotely (26.45 per cent). 20 per cent of families indicated they had not encountered any challenges with remote learning in the home.
Remote Education
- The majority of parents were confident their daughters could continue to learn from home.
- On a scale of 1 (‘poor’) to 5 (‘outstanding’):
- 90.54 per cent of families believed the School was providing a reasonable quality of education remotely (rating 3 to 5)
- 88.12 per cent of families believed their daughter was receiving a reasonably high level of teaching support (rating 3 to 5)
Balance
- 79.35 per cent of families felt their daughters were balancing learning with other activities/free time.
- 51.61 per cent of families believed their daughters were balancing screen learning with non-screen learning.
Communication
- On a scale of 1 (‘poor’) to 5 (‘excellent’):
- 90.11 per cent of parents were happy with communication from the Principal (rating 4 or 5)
- 79.53 per cent of families felt that communication from other areas of the School was timely and relevant (rating 4 or 5)
- 73.49 per cent of families felt explanations and expectations of home learning were well communicated (rating 4 or 5)
- 65.3 per cent of families believed that they had access to the right resources to support home learning (rating 4 or 5)
Support for Families
- Parents indicated that the School could further support families by providing: access to co-curricular activities (34.62 per cent); additional Student Care resources (23.87 per cent); and online meetings with staff (24.3 per cent). Almost 30 per cent of families indicated the School was already supporting their family well.
- While many families noted concerns about their daughter’s wellbeing during this period, most indicated that their daughter was maintaining connections with friends.
