Halls Head College

2017 Review Findings

Halls Head College

2017/18020 Review Findings

Disclaimer

This document reports the findings of the Department of Education Services’ independent review.

The Department of Education Services does not endorse any commercial organisation, product or service mentioned in this report.

The Department of Education Services can only guarantee the authenticity of original documents. This document is uncontrolled once printed.

To help people with disabilities obtain access to information, this document can be provided in alternative format on request. Please contact ipsreview@des.wa.gov.au with specific requests or telephone 08 9441 1900.

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2017/18020 Review Findings 1

School and Review Details

Principal: Ms Bronwyn White

Board Chair: Mr Robert Spark

School Address: Casuarina Drive, Halls Head 6210

Number of Students: 1360

ICSEA1 980

Reviewers: Mr Ross Sweeney (Lead)

Ms Gillian Jenkins

Review Dates: 23 and 24 May 2017

Purpose of the Review

The purpose of the Department of Education Services’ independent review is to provide assurance to the principal and school community, the board and the Director General of the Department of Education of the extent to which the school staff and board have met the commitments of the Delivery and Performance Agreement (DPA). The review verifies the degree to which there are effective processes in place bringing about improved student learning.

1 The Index of Community Socio-Educational Advantage (ICSEA) is a scale of socio-educational advantage that is computed for each school. It allows for comparisons to be made between schools that are matched according to their socio-educational advantage, allowing fair comparisons of NAPLAN results between schools with students who have a similar ICSEA. The median ICSEA value is 1000. http://www.acara.edu.au/_resources/Fact_Sheet_-_About_ICSEA.pdf

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Review Methodology

Underpinning the review methodology is the understanding that the principal is required to ensure the roles and responsibilities of the DPA are met; school performance and student improvement targets and priorities, as detailed in the school’s business plan, are assessed, reviewed annually and an annual report made publicly available. The review seeks to determine the extent to which these commitments have been met.

The principal forwarded the school self-review conclusions to the Department of Education Services one month prior to the commencement of the review.

The Department of Education Services’ reviewers supplemented the information provided by the principal with information on the school’s achievements, its processes and its student performance data from a number of sources which included:

• the My School® website

• the Department of Education’s School Performance Monitoring

• Schools Online reports

• School Curriculum and Standards Authority Year 12 Student Achievement data.

Reviewers analysed the evidence presented in the school’s self-review documentation to verify achievement of the DPA and business plan commitments, and developed lines of inquiry where further in-school verification was required.

An agenda for the site visit was negotiated with the principal to enable the gathering of evidence to verify claims made in the school self-review statements. During the review visit the reviewers sourced evidence to support the claims through observation and discussion with leaders, teaching and support staff, board members, parents and students where required. Where the school belongs to an Independent Public School (IPS) cluster of schools the review considers whether the purpose of the cluster has been met and the benefits to the school.

The evidence provided by the principal, along with information gathered by the reviewers prior to and during the review visit, was used as the basis for judgements made in verifying how well the school staff and board have met the commitments of the DPA and business plan.

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2017/18020 Review Findings 3

Business Plan

How effective was the business plan in responding to the school’s context and improving student learning (progress, achievement and engagement)?

Halls Head College, situated south of Mandurah, formerly the Halls Head Community College, opened in 2001 as a Year 8 to Year 10 middle school and in 2010 it began the transition into a senior high school. In 2015, a significant year in its brief history, the college was rebranded as the Halls Head College, Year 7 students joined the college community and it entered its first year as an IPS.

In 2015 the student numbers nearly doubled in the middle of an extensive building program to accommodate the Years 7, 11 and 12 students and to provide for the range and diversity of educational requirements of a diversified student population.

From 2005 the college had five different principals in five years. In 2011 a principal was appointed who remained for four years in what became a period of consolidation. In Term 2 of 2015, the college’s first year as an IPS the current principal was appointed in an acting capacity, becoming permanent in 2016.

The college has an ICSEA of 980 placing it close to the national average value of 1000.

Findings

• The reviewers believe the business plan meets the commitments of the DPA in outlining the long-term vision for the college and describing key focus areas, strategies, school performance targets and student performance targets. In providing the focus for an improvement agenda it includes the strategies and milestones to support achievement of the targets.

• The business plan is made available to the college community.

• The following four focus areas defining the business plan were identified by the college board in close collaboration with the staff:

o inspiring innovative learning

o enabling students for life

o creating community connections

o living our values.

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Each of the seven academic and non-academic targets is aligned with one of the four focus areas and thus with the long-term strategic approach for the college. Each focus area includes an action statement, relevant target/s and strategic priorities, strategies and milestones.

• The reviewers considered a range of evidence in considering the effectiveness of the business plan, including the 2016 Annual Report and comprehensive 2017 IPS Review document prepared by the college. Discussions with the board chair, principal, management team and staff provided additional information.

• As the business plan was ratified as late as Term 2 and implemented only from Term 3 2015, it has, in effect, been operating for less than two years. Despite this, some key targets have been met; staff and student surveys indicate overall improvement in feeling positive and supported; and there has been a reduction in the number of Category 2 and Category 3 student suspensions.

• Achievement of these targets could be deemed an indicator of the effectiveness of the business plan in responding to student learning and progress. However, based on ongoing reflection and a rigorous process of self-review, instigated early in 2016, the management team has identified deficits and omissions related to the current targets which it has resolved to address in developing more effective improvement targets in the second business plan for the college 2018–2020 cycle as an IPS. In Term 1 and Term 3 the management team formally reviews its strategic plans and data and adjusts where necessary. They have recognised the need to identify more specific responsibilities for management and staff to ensure strategies are carried through to effective strategic plans for implementation. Heads of learning areas (HoLAs) have already undertaken training in strategic planning to ensure a greater focus on data in target setting.

• The college has identified the need to set more specific targets within the overarching targets for student cohorts, including those relating to attendance. The college has continued to adjust and refine its operation of the business plan during an extremely difficult period for the community. Evidence and experience-based planning is well under way for the 2018–2020 cycle in a collaborative process empowered by fine leadership.

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Areas of strength

• The rigorous self-review and strategic planning process and schedules introduced in 2016.

• The quality of the 2017 IPS Review document developed by the college.

Area for improvement

• Ensure a consistent and effective approach to target setting in academic and non-academic strategic planning, based on school and student performance data, as identified by the college.

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Teaching and Learning

How has the quality of teaching improved and sustained student learning (progress, achievement and engagement)?

Findings

• The teaching and learning programs at Halls Head College remain to be consolidated from its inception as a middle school and its transition to include senior secondary students. With the opening of the senior school in 2011, the joining of Year 7 students to State-wide secondary schooling in 2015, Halls Head College is undergoing significant reformation in its purpose statements and school structures as it aligns to a more traditional faculty-based model. Current development endeavours to build on the strengths of the middle schooling philosophy but to further develop innovative, challenging and engaging pathways from Year 7 to Year 12.

• The college community has shown considerable courage and resilience in the last two years coping with family tragedies. A very strong, resourceful and capable student services team leads the college in a heightened state of awareness of mental health issues and positive attitudinal recovery around the five C values: courtesy, care, cooperation, courage and commitment. The college motto Learning for Life embodies the college’s commitment to the individual development of each student.

• According to My School data, over the nine years of National Assessment Program – Literacy and Numeracy (NAPLAN) from 2008–2016, the college’s performance of Year 9 students has progressively improved. Whereas all the NAPLAN domains were below or well below like-schools in 2008, in 2016 the college achieved close to like-school’s performance levels in all but one domain, Year 7 writing. School Performance Monitoring (SPM) data for 2016 indicates that the college’s overall relative achievement in NAPLAN remains below that of like-schools.

• In 2016 the target was met for improvements in the NAPLAN combined high and very high progress rates of students from Year 7 to Year 9 in reading and writing. For numeracy and spelling, the target was not met and performance in these domains continues to remain below like-schools. According to SPM data, Year 9 numeracy shows a downward trend line over the last six years. In terms of the progress and level of student achievement in NAPLAN Year 7 to Year 9, numeracy showed less gains than like-schools and trails progress in the other four NAPLAN domains at the college.

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• The college’s self-review of its performance, towards improving first preference success in post-school destinations found that appropriate data sets were not available to assess target achievement. However, analysis by the college in 2016 (based on 2015 leavers) shows that the performance meets the average State-wide success rates in university and technical and further education (TAFE) entrance with the exceptions of fewer apprenticeships but more traineeships.

• The college focus area ‘inspiring innovative learning’ strives to seek improvements in the engagement of students by transforming teachers’ pedagogy to make it more relevant, worthwhile and meaningful to the lives of students. The college assesses engagement by monitoring the proportion of those students who have an attendance rate of ‘regular’ (90%-100%) of the time. Although the target of 50% (actual 51.5%) for ‘regular’ attendees was reached in 2016, this represents a decline from 55.3% in 2015. The rate of ‘regular’ attendees in Semester 1, 2016 for Year 12 students (35% college versus 61% State) was identified by the college to be a major area of concern. At the commencement of 2017 the college has appointed an attendance officer to further sharpen strategies to improve student attendance and accountabilities to students and parents.

• The target to assess progress towards improving behavioural outcomes through a commitment of ‘living our values’ was to achieve a 20% reduction in two categories of student suspensions which typically totalled around 120 breaches per annum in 2014. The college met this target comfortably with a 50% reduction observed in 2016.

• Australian Tertiary Admissions Rank (ATAR) performance is deemed ‘as expected’ by the SPM analysis, although the 2016 median ATAR was significantly lower than like-schools. This has varied significantly from one year to the next due to small class sizes, viability of subject offerings and the availability of specialist teachers. Student performance in specific 2016 Western Australian Certificate of Education (WACE) examination courses, as assessed by SPM, shows student performance lying within the expected categories for the four courses (chemistry, English, physical education studies and psychology) but below expected in three courses (geography, modern history and physics).

• Attainment of an ATAR >55 and/or completion of a Vocational Education and Training (VET) Certificate II for Year 12 students in 2016 was 97% and matches that of like-schools.

• An exceptional range of the VET courses is offered by the college. These include 15 Certificate II, four Certificate III and one Certificate IV course(s). The attainment rate of Year 12 students in 2016 matched the performance of

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like-schools. The completion rate of Certificate II or higher qualifications among VET students has risen from 88% (2014) to 91% (2016). VET programs are just one element of a wide range of alternative pathways offered to senior students under the umbrella of Training Pathways at Halls Head College.

• A range of diverse learning pathways exists for students from Year 7 to Year 12 depending on developmental need and post-school destinations. The Targeted Learning Academy (TLA) in Years 7–9 and the Big Picture Academy (BPA) in Years 11 and 12 are outstanding examples of authentic, student-centred programs which exemplify the college’s commitment to cater for the needs of diverse groups of students. The personal ‘real world’ relevance inherent in the BPA provides a useful comparative tool for teachers across the college to reflect on their classroom practice towards developing a more engaging college-wide pedagogy and more meaningful learning pathways. The college’s leadership of the BPA program in Western Australia was acknowledged by the Department of Education in being designated a Teacher Development School (Engagement).

• The college makes appropriate learning and cultural adjustments for students in ethnic minorities (Maori and Aboriginal); and for students with English as an additional language or dialect (EAL/D). However, the college acknowledges that further planning, including target setting, is required to formalise improvement planning in these areas.

• In the past, performance management processes for staff have not been consistently or rigorously implemented; and a recent inquiry into the system was completed late in 2016. The survey and analysis has formed the basis for renewed efforts to lift teacher capacity. An example of the findings was that 27% of the staff surveyed did not agree that there was a commitment across the college to improve teacher performance; this contrasts with the college focus on developing inspiring innovative pedagogies to better engage students in their learning. The reviewers confirm the implementation, from the commencement of 2017, of a strict performance and development system for staff with built-in accountabilities and in line with the Australian Professional Standards for Teachers.

• The transition program from local primary schools to Year 7 at the college requires further development. Early liaison with local schools in Years 4, 5 and 6 is needed to signal the behavioural standards of the college in Year 7; and to communicate the value of attending Halls Head College.

• Parents commented to the reviewers that the transition from the Year 10 ‘middle school’ curriculum to the ‘emerging adult learning ethos’ in the senior years curriculum in Year 11 is too sudden and some students are not ready or able to undertake responsibility for independent learning in classes.

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Areas of strength

• The wide range of supportive and appropriate learning environments provided together with targeted curricula to suit the needs of a diverse range of students.

• Exemplary practice in delivering VET outcomes to senior students as acknowledged by Education Services Australia.

Areas for improvement

• To implement improvement strategies to lift NAPLAN numeracy performance.

• The ongoing capacity-building of classroom teachers to engage with and commit to the college’s business plan.

• The development of a college-wide pedagogy embodying high expectations, together with alignment and accountability to college focus areas, while maintaining the college’s robust pastoral care culture.

• Consultation with local primary schools to lift the standards of student behaviour and work expectations on entry to the college.

• Develop a comprehensive transition program in Year 10 to lift student ‘independent and responsible’ study skills for academic success in Years 11 and 12.

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2017/18020 Review Findings 10

Student Performance Monitoring

How well established are the school’s self-assessment practices in accounting for school improvement?

Findings

• The college’s self-review conducted just prior to the independent review visit, was a deep, searching study of the effectiveness of current teaching and learning programs and an evaluation of student performance outcomes. The self-review thoroughly investigated and evaluated the achievement of all focus areas, targets and associated strategies. Judgements were made on a four-point, colour-coded scale signalling high/medium/low or superseded outcomes. The reviewers commend the college for the exemplary investigation, its depth and sophistication, its frankness and honesty and the forward-looking responses to inform the next iteration of business planning.

• Each business unit, whether a learning area, composite learning pathway or an administrative unit, has a strategic plan which incorporates the business plan’s focus areas and performance indicators. Also, each plan has specific contextual targets and strategies which are self-reviewed each semester. The self-reviews are amalgamated to inform the college leadership and the board of the progress of the business plan. A review cycle is embedded in the college calendar.

• The 2016 Annual Report contains a comprehensive and incisive review of student performance against the targets of the business plan. In addition, progress of specific business units in terms of milestones is reported which demonstrates a developing culture of accountability at all levels and in all college activities.

• The college’s self-review cycle conducted in late 2016 indicated that the use of targets and performance data by classroom teachers to elicit improved student performance was lacking. The extent to which teachers have embedded continuous and rigorous self-assessment processes in their pedagogy remains unclear and is a point of concern. The college is committed to developing an evidence-driven improvement paradigm through all activities, and recently provided training for teachers in implementing more focused and smarter targets to drive student performance.

• Learning area reviews conducted in each semester of 2016 demonstrated a wide variety of monitoring functions were used to ascertain ‘how on-track are we?’ in regard to the college’s business plan and learning area plans. The reviewers confirm that strategic plans were consequently updated and/or refocused.

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• In 2016, the college investigated the relatively poor literacy and numeracy skills of students at enrolment. Disaggregation of performance data enabled the college to identify and plan for remediation in four deficit skills in reading and three in writing. An extensive college-wide remediation program titled the ‘Super 7 Skills’ has been recently implemented. In numeracy, poor use of the ‘multiplicative’ property has been addressed with a targeted remedial program.

• The college is implementing the SEQTA web-based administration system to improve the scope of performance information available to parents, including highly accurate and prompt notification of student absences. The system will streamline information across teachers, parents and students and enable immediate lines of communication across a range of information and communications technology (ICT) platforms. The extent to which the system will enhance the quality of performance feedback to students and their families remains work in progress.

• The college monitors its public perception through seeking improvements in the parental survey about ‘my child is making good progress’ and ‘I would recommend this school to others.’ Comparisons through 2014–2016 show no change in the response to these two questions; however, other sections of the survey show a steady upward shift. These conclusions need to be qualified as the 2016 survey elicited responses from only 8% of the parent population.

Area of strength

• Resource management, leadership and teamwork which demonstrates accountability to student outcomes, flexibility to target needs and embedded self-review processes.

Area for improvement

• Learning areas to focus more strategically on student achievement data; and through the use of smarter targets, both within classes and across learning area, classroom teachers to increase their engagement in analyses of student performance.

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Program Delivery

How well has the school performed in providing education programs that promote learning and wellbeing for all students?

Findings

• The reviewers confirm that the education programs at Halls Head College are designed and delivered to meet the needs of students and are in accordance with the requirements of the School Education Act 1999, School Regulations 2000 and the School Curriculum and Standards Authority Act 1997.

• The Western Australian Curriculum and Assessment Outline is implemented in Years 7–10 and the School Curriculum and Standards Authority support material, including Judging Standards, is used to ensure consistency of assessment. Teachers report to parents on student achievement in learning areas as required. Preparation for the 2018 implementation of the Western Australian Phase 3 learning areas is well under way in the college.

• Based on a wide range of rich evidence the reviewers confirm that the college meets the DPA requirement to provide for the learning needs of all students in the college, reflecting the college motto Learning for Life and the focus area ‘enabling students for life’.

• Extension programs from Years 7–10 provide additional opportunities for very able students to be challenged and excel. Students may apply to participate in the following highly regarded special interest enrichment programs: academic extension program; Japanese language program; targeted sports program; and school of instrumental music program.

• There is a notable growth in student uptake in the opportunities provided by the college arts program. There is increased uptake in the arts learning areas and many students enjoy engaging in public exhibition and performance across the arts contexts.

• In the senior years, all students have a choice of opportunities to engage in learning programs leading to externally recognised outcomes beyond the college. In addition to the choice of WACE courses, and ATAR courses for students choosing the university pathway, the college provides students with a range of VET certificate courses. The college recommends that all Year 11 and Year 12 students complete a certificate course.

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• The BPA and TLA programs offer flexible learning options that allow students to re-engage with their schooling and achieve success. The Year 11 senior secondary engagement program supports students seeking to transition from school into TAFE and other post-school learning pathways and potentially to achieve a WACE.

• The college is recognised State-wide and nationally for its outstanding training programs and significant industry partnerships leading to opportunities in industry and the workplace. An example is the innovative workplace and pathway partnership program established through NEXTGEN PLUS in which students can apply for work-placements in finance, catering, maintenance and trade.

• Documented evidence confirmed for the reviewers that the safety and welfare of students is in accordance with relevant legislation. This includes the Occupational Safety and Health Act 1984; Working with Children (criminal Record Checking) Act 2004; relevant State and Commonwealth Government anti-discrimination legislation and the Disability Discrimination Act Education Standards 2005.

• Management confirmed that all staff members are required to comply with Department of Education Duty of Care policies in discharging their duty of care to students at all times. New staff undertake the Department of Education online duty of care training requirements as part of the college induction process.

• Halls Head College’s reputation for providing a safe, caring, inclusive and supportive environment was endorsed by parents, students and staff throughout the review visit at the college. While all staff are committed to ensuring students are safe and supported, the student services team has specific responsibilities for improving attendance, addressing behavioural expectations and improving student learning. The team includes learning team coordinators, the school psychologist, school nurse, youth worker, Aboriginal and Islander Education Officer, learning support coordinator, chaplain and college support staff.

• The college meets the requirements to undertake surveys of parents, staff and students biennially and reports the results.

• Led by an empowering principal, the academic, non-academic and administrative day-to-day management of the college is highly efficient. Programs and procedures are clear in documentation and consistent in practice. They are regularly reviewed and updated as required. They create and sustain a safe, positive and inspiring college environment.

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Areas of strength

• The leadership and management of the college.

• The safe, caring and supportive college environment.

• The extent of provision for the learning needs of all students—‘enabling students for life’.

• The flexibility of senior secondary learning programs to meet student needs.

• The outstanding training programs and industry partnerships.

Area for improvement

• The college to seek survey responses from a higher percentage of the parent body to increase the validity of the data.

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Resourcing and Support

How well has the school established systems to monitor and review the allocation of resources to meet strategic and operational priorities?

Findings

• Resources at the college are capably managed. The college’s administrative support staff has developed their own strategic plan. Their plan, self-reviewed each semester, directly connects to the focus areas and targets of the business plan. An evidence-driven review of the specific strategies of the plan is undertaken at the end of each semester. The reviewers confirm the appropriate allocation of human and physical resources to ensure progress of the business plan and obligations of the DPA.

• Targeted funding received centrally through the Student-Centred Funding Model is articulated and budgeted to the five areas: Aboriginality, disability support, educational adjustment based on NAPLAN, EAL/D and social disadvantage. The reviewers confirm that the college’s resources are appropriately deployed and aligned with the needs of students.

• The college’s workforce plan 2015–2017 is a comprehensive analysis of anticipated human resource requirements to fulfil the goals of the business plan. Inherent flexibilities of the one-line budget have been utilised to deliver resources to where ongoing reviews have identified areas of concern. The plan identified a lack of capacity among teachers and administrators to drive needed improvements in teaching practices. This was addressed in late 2016 with the appointment of staff development and staff innovation/engagement coordinators. Similarly, this year, other areas deemed to be lacking leadership and development have been addressed with targeted appointments such as HoLA (arts) and an EAL/D coordinator. In addition, the college sponsors increased motivation and engagement of teachers and students by awarding grants up to $5000 to kickstart innovative teaching and learning programs.

• The college is implementing a three-year plan to improve the accessibility and connectivity of ICT platforms. The college has chosen to provide a computer laboratory for each learning area rather than adopt a ‘bring your own device’ policy. This assures teacher and student access on an equitable basis.

• The college values its relationships with parents and the wider community. A strong Parents and Citizens’ Association manages the college canteen and returns profits to support specific learning initiatives.

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• The college has partnerships with several local community organisations. These provide ‘real world’ authentic learning opportunities for students. Examples include the Mandurah City Council Environmental Department Seascapes Walkway project; Kids Connect Program sponsored by major mining industry groups; and district Australian rules football, basketball and hockey clubs.

Area of strength

• The highly capable resource management that exists supporting identified college needs and priorities.

Area for improvement

• Plan to improve access and greater reliability for ICT to all learning areas across the college.

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School Board

How effective has the board been in carrying out its functions, roles and responsibilities?

Findings

• The Halls Head College board was established following the transition from School Council in 2014, and was closely involved in the development of the four focus areas that underpin the 2015–2017 Business Plan. Together with the college leadership, staff and college community it has set high standards and expectations for the college and continues to influence the direction of the business plan, in a process of close ongoing review.

• The board membership is representative of the college community and complies with the School Education Act 1999 and School Education Regulations 2000 which specify the membership categories and composition. The board comprises the principal, five parent and community representatives and two staff. The skills set and expertise of the current members are relevant to the context and successful governance of the college.

• Through evidence gathered from the board minutes, self-review surveys and detailed discussion with the chair, board members, and the principal the reviewers can verify with confidence that the board understands and fulfils its functions as prescribed in the School Education Act 1999, School Education Regulations 2000 and Department of Education policy. The board’s role in overseeing the school’s performance is enhanced by the collaborative part it played in setting and endorsing the strategic direction for the college in its first three-year cycle as an IPS.

• The board has participated in:

o the endorsement of the DPA

o development, endorsement and review of the college budget and business plan

o development and endorsement of the college’s annual reports

o processes to review college performance

o processes to determine satisfaction levels of parents and staff (the results are published on the college website and a summary is included in the annual report).

• The principal ensures procedures are in place for board and college management to collaborate in reviewing college progress against stated targets

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of the business plan through interrogation of performance data. This includes consideration of Year 7 and Year 9 NAPLAN and Year 12 results, college attendance data and satisfaction levels in parent, student and staff surveys.

• The board receives monthly financial reports and college audits which it has the opportunity to scrutinise and discuss with the manager of corporate services in board meetings.

• The board communicates with the college community in attending key events and in playing an important role in formal ceremonies such as graduation. They are advocates for the college in the wider community. A clear outline of the role and functions of the board, along with information about current board members is suitably foregrounded on the college website.

• In 2016 and 2017, while closely involved in the college’s comprehensive process of annual review, the board conducted a review of its own performance in the form of a board effectiveness survey. A comparative analysis of the two surveys indicates general improvement in board effectiveness. Particular improvement was noted in the induction procedure for new members; the focus of meetings on important issues; active involvement of the board in monitoring achievement against the DPA and business plan; and members’ understanding of data on the performance of the college.

• The principal regards the strategic role played by the board as invaluable and board meetings often include areas identified by the board or college management for more detailed interrogation and collaborative decision-making. Holding board meetings during school time also enables the board to see the college in action.

• There is considerable evidence in the minutes of presentations to the board on academic and non-academic matters by student leaders, HoLA, program coordinators, student services staff, deputy principals and other staff relating to student learning, safety and wellbeing. The board’s interest in all aspects of the college program is illustrated further by the recent assigning of portfolios to members and in its involvement with the Innovative Grants process.

• With a focus on the business plan and college targets for improvement, and drawing on the specific knowledge of the staff on operational matters, board members can raise concerns, suggest ideas and provide feedback to management for ongoing consideration for improvement. Such collaboration between board and management takes place with a clear mutual understanding of the separation of the roles of governance and management in the college.

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• The reviewers are confident in the sustainability of the board’s now established practice of governance and its focus on accountability and improvement. While the chair and other long-serving members are standing down, they leave a fine legacy for the active and able board to build on. New members are assured of an effective induction process and the support and guidance of the board and principal.

Areas of strength

• The dynamic role of the board in shaping and monitoring the direction of the college.

• The informed focus of board members on college improvement and excellence.

• The supportive and productive cooperation between the principal, chair and board members.

• The board’s commitment to self-review to ensure effective governance.

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Cluster

How well has the cluster met its purpose for this school and supported improved student learning?

Findings

• Halls Head College and Halls Head College Education Support Centre (HHCESC) were formed as a cluster at the inception of each school gaining IPS status. The two schools share the same campus, many facilities and offices. In addition, many HHCESC students are integrated into specialist classes at the college.

• Although a joint board or committee does not oversee the cluster, a memorandum of understanding (MOU) is negotiated each year to maximise opportunities for pooling resources for mutual benefit. The HHCESC principal, invited as a member of the college’s management group, attends weekly meetings to ensure ongoing cooperation and collaboration. The MOU includes a carefully articulated financial agreement in which schools agree to transfer funding on a user-pays basis.

• The college deems the cluster to be an effective association through the success of the following joint initiatives:

o collaboration to provide additional learning opportunities for students and the Special Education Needs reporting system to parents

o combined Parents and Citizens’ Association applications

o sharing of expert support staff in counselling and ICT support

o cost sharing for professional learning provision on school development days and the mutual sharing of Teacher Development School expertise from both the college and HHCESC.

• The cluster is a stable and fruitful collaboration characterised by mutual respect and benefit.

Area of strength

• The MOU provides a clear avenue for outlining the partnership/cluster arrangements.

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Conclusion

Halls Head College has achieved slow but steady improvements in student achievements, both sporting and academic in the last nine years. In addition, the college has developed an impressive number of valuable pathways to suit a wide variety of student needs, hopes and aspirations. It is committed to increasing the engagement of all students through ‘real world’ learning experiences.

Review processes at the college are thoroughly developed and capably implemented with new priorities and improvement plans conscientiously developing. Key focus areas have emerged and are powerfully informing the development of the college’s second cycle of IPS planning and review.

The college looks outward for strategies and opportunities to enhance the learning achievements of its students, while internally consolidating transparent, accountable and rigorous management systems to drive school improvement.

The reviewers confirm the college values and focus areas match the needs of the local community and the leadership’s commitment to the college motto, Learning for Life.

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30 June 2017

30 June 2017

24 July 2017

Declaration

We confirm the information provided is, to the best of our knowledge, true and correct, based on the verification of the evidence provided by Halls Head College for the Department of Education Services’ independent review.

The principal and board chair have had an opportunity to comment on any matters of fact contained within this document.

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Mr Ross Sweeney, Lead Reviewer Date

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Mrs Gillian Jenkins, Reviewer Date

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Mr Ken Perris, Director, Date Independent Public School Review