Peer Review Report
Glen Waverley Secondary College
North Eastern Victoria Region
School number:
8808
Principal:
Gerard Schiller
School Council President:
Christine Wanstall
Review Company:
Monash University
Accredited School Reviewer:
Anita Forsyth
Peers:
Deborah Harman
Vicki Forbes
Date of Review Meeting:
28 August, 2014
Contents
1.
Executive Summary
3
2.
Context
6
3.
Terms of Reference
8
4.
Evaluation of Performance
10
5.
Registration Requirements: Summary Statement
20
2
1.
Executive Summary
The conclusions of the review panel are that Glen Waverley Secondary College (Glen Waverley SC) continues to be a high
performing school and that there is much to celebrate about the achievements of the College over the review period. The
College continues to set high expectations of the performance of its leaders, teachers, parents and students and, across the
full range of its operations, has met and in a number of cases exceeded, many of the goals and targets that it has set for
itself in the School Strategic Plan (SSP) 2010-2013. This review has been welcomed by the College community as it has
provided the opportunity to reflect on the College’s achievements and to consider the next level of work which will underpin
continued positive outcomes into the future.
The College is committed to continuous improvement and to being the best learning organisation that it can be. It places
what is best for students at the centre of all decision-making. It prioritises the professional learning of its leaders and staff;
analyses data; uses evidence and the latest educational research to inform its continuous improvement agenda. The
College vision and values provides whole school clarity around its educative purpose and underpins all the College’s
operations and practices. There is evidence of strong, cohesive, experienced and professional leadership and moral
purpose with the School Self Evaluation (SSE) report providing a clear and detailed picture of an effective school proactively
pursuing excellence.
The College is held in high regard by stakeholders. As a result there continues to be high enrolment demand with
enrolments around 2000 students across the review period. Enrolment projections suggest that enrolments will trend up and
be around 2160 students in 2017. The College enrols students from the local neighbourhood despite the excess demand for
student places beyond the local area. The College remains committed to being a community-based, non-selective school
with a fundamental belief that all students can learn and achieve success.
The overall socio-economic profile of the College based on the Student Family Occupation (SFO) Index is high and the
proportion of students with English as a second language is high. When the College’s student achievement results are
compared with schools that have similar characteristics, the College results, in the vast majority of cases, are well above
these schools. National Assessment Program – Literacy and Numeracy (NAPLAN) Year 9 results in 2013 and across the
review period for Reading and Numeracy were much higher than the expected results given these characteristics. The 2013
NAPLAN Relative Growth data which tracks the relative gain of students across Years 7–9 in Literacy and Numeracy shows
the College is very successful in value adding to student achievement, with for example 44% of students in Numeracy
achieving higher than expected growth compared to the State average of 25%, and 43% of students in Writing achieving
higher than expected growth compared to the State average of 25%.
The College continues to achieve outstanding Victorian Certificate of Education (VCE) results with well over 60% of students
achieving an Australian Tertiary Admission Rank (ATAR) score above 80, with the College VCE All Study School Mean
being maintained at 34 across the review period. Over 90% of students routinely enter the tertiary education sector or
access other pathways at the end of Year 12.
Over the review period, significant attention has been paid to improving the engagement and wellbeing of all students, in
particular responding to issues that have been identified through the analysis of data provided in the Attitudes to School
Survey (ATS Survey), Middle Years Research and Development (MYRAD) project, Parent Opinion Survey (PO Survey) and
Staff Opinion Survey (SO Survey). Increasing opportunities for student participation and leadership have been provided. A
sense of belonging and school connectedness has been encouraged through the continued development of community
based learning, such as through the Year 7 and Year 8 Living and Learning program and the Year 9 2020 program, and a
rich and diverse range of co-curricular programs. Transition processes into the College and through the College have been
strengthened; a range of support is provided to every senior student to ensure they are guided and supported to pursue
further education and training in a preferred career pathway. An analysis of the positive student attendance data, ATS
3
Survey, opinion data and retention data shows that the College has been successful in achieving its goals and targets for
student engagement and wellbeing.
The allocation of the College’s resources is regularly monitored and changes implemented as needs are identified. For
example in the latter part of the review period, Literacy and eLearning leaders were introduced, a full-time Wellbeing leader
appointed and increased resources were provided for increased technology support. Increased resources were also
allocated to English as Another Language (EAL) and Literacy support to cater for the increased number of second language
learners.
The review panel confirmed that given all the College’s achievements so far, the College is now well positioned to enter a
new and invigorating period of further growth and development. To guide the College in planning for the future, the panel
suggests the following goals and Key Improvement Strategies (KIS).
Suggested goal
Student achievement
Suggested Key Improvement Strategies (KIS)
1.
to more effectively interpret and use a broad range of data and
To improve student achievement by
evidence to ensure the curriculum is differentiated across all domains
ensuring that all students across all ability
and levels to better cater for individual learning needs.
levels and year levels are supported and
challenged to reach their potential and
Further build teacher capacity to consistently personalise learning and
2.
Enable and expect all teachers to consistently implement the Glen
Waverley SC instructional model.
achieve their personal best.
3.
Further build teacher capacity for making more consistent and
accurate assessment judgements individually and across teaching
teams through greater use of common assessment tasks, shared
criteria, rubrics, cross marking, and by establishing explicit moderation
protocols.
4.
Continue to improve literacy outcomes for all students at all levels of
ability, especially in Years 7 – 10.
Student engagement
1.
participation in learning so that students are more active learners.
To increase opportunities for higher levels of
student cognitive engagement, challenge,
Build the capacity of teachers to increase student engagement and
2.
Continue to enhance student engagement, pathways and transitions
by ensuring that all decisions are informed by comprehensive
independence, self-directed inquiry and
knowledge and supported by sound data and evidence.
deep thinking.
3.
Investigate strategies to enhance parent and community engagement
and connection to the College.
4.
Continue to create opportunities to promote student voice and involve
students in decision-making in the College and about how they can
make a difference to their local and global communities.
Student wellbeing
1.
as that related to Digital Citizenship and student mentoring to achieve
To continue to build a safe and supportive
the best possible wellbeing outcomes.
environment and culture, one that promotes
positive relationships, values diversity and
supports the development of students’
social and emotional skills and dispositions
Continue to develop existing wellbeing structures and programs such
2.
Explore further development of proactive programs that promote
students’ resilience, support better management of stress and the
achievement of a work/life balance.
so that they are well placed for success now
and beyond school.
4
Productivity
1.
all leaders to better ensure achievement of the specified goals and
To ensure the efficient allocation and
strategies specified in the new SSP.
performance of resources to achieve the
goals and targets set out in the SSP 2015-
Review leadership structures including the roles and responsibilities of
2.
Continue to invest in leadership development and staff professional
learning as a priority, ensuring that professional learning is focused on
2018.
the achievement of the College goals and that knowledge transfer and
succession planning are built into leadership development and staff
professional learning processes.
3.
Improve the use of Information and Communication Technology (ICT)
at all levels of the organisation including – student learning/effective
teaching; assessment and feedback; communication; tracking student
progress to support higher levels of personalised learning; general
school management.
4.
Investigate:

Arrangements for timetabling to ensure the best match between
teachers and the needs of students.

Different classroom organisation/models to assist in tailoring
curriculum and pedagogy to more effectively meet different student
needs, especially the needs of talented students and students with
special learning needs.
5
2.
Context
Glen Waverley Secondary College (SC) is a large, co-educational, neighbourhood secondary school. It is located
approximately 20 kilometres south east of Melbourne’s central business district in the heart of Glen Waverley. The College
presents as an attractive and well resourced learning organisation. In 2010 the final stage of a $20 million re-development of
the College was opened, with the unique facilities design providing an innovative learning environment. As reported in the
SSE, ‘the open, flexible learning spaces, technologically rich environment, well-resourced Library/Resource Centre along
with the College’s investment in an array of technology, access to a wireless network and integration of digital whiteboards,
shows its commitment to creating a learning environment appropriate for 21st century learners. In particular the introduction
of a whole school Bring your own Device (BYOD) program in 2014 has provided students with anytime, anywhere learning
opportunities...’ (SSE p. 4).
The College is located on one campus with a culturally diverse population of about 2000 students with Equivalent Full Time
(EFT) teaching staff of about 135 and support staff of 23. Year 7 enrolments are carefully managed in order to ensure that
facilities are not overstretched which would negatively impact on student learning. The College manages student intake by
applying the Department of Education and Early Childhood Development’s (DEECD) Neighbourhood Schools Policy
designed to ensure that the students entering the College come from the local area.
Currently the SFO Index is 0.36. Based upon this SFO the socio-economic profile is rated as high. However, while the SFO
remains relatively high, the SFO has trended up from 0.22 in 2008, indicating that the socio-economic status of College
families has decreased somewhat over this period.
The cultural diversity of the College’s population continues to grow with over 60 different cultural groups making up the
College’s enrolment. This includes large numbers of students from China, India and Sri Lanka. This diversity adds to the
richness and quality of the educational experience for all students. 68% of students come from homes where English is not
their first language. Adding to this diversity, the College has a comprehensive International school program, comprised of
around 50 students primarily from China, Hong Kong, Malaysia and Taiwan. The continued increase in the number of EAL
students and how this impacts literacy levels is carefully monitored by the College with extra EAL staff and appropriate
strategies adopted as required. A small cohort of Program for Students with Disabilities (PSD) students are well supported
with 100% of these students in Years 7-10 on Individual Learning Plans (ILPs). The College reports these students are all
making good progress and are achieving all their personal learning goals.
The College provides comprehensive and diverse curricula and co-curricular programs. ‘The focus of the College is to
develop powerful learners with the skills and attributes to be effective, adaptive lifelong learners prepared for the challenges
of a dynamic 21st century’. (SSE p. 4) The curriculum includes explicit teaching and assessment of identified 21st century
skills including technological literacy, critical thinking, problem-solving and creativity, communication and collaboration. Over
the review period, new electives and programs have been developed and implemented to support specific, identified student
needs including programs for newly arrived second language learners, support for student with specific literacy and
numeracy needs including enhancement, Vocational Education and Training (VET), camping and sustainability programs
(including the Year 9 2020 program). ICT is increasingly being integrated across the curriculum and will be enhanced
through the BYOD program introduced in 2014. There is a strong emphasis on providing co-curricular programs which
offers a large range of opportunities that cater for as many interests and talents of students as possible including the arts,
sport, music, public speaking, debating, chess, etc.
The College recognises the central importance wellbeing plays in achieving the best possible student achievement. A strong
House system, sub-school structure and wellbeing team, a Personal Learning program for every student, the use of a
Restorative Practices approach to student discipline and management are examples of the ways in which students are
supported.
6
The College has a clearly articulated and communicated vision and values and these guide all school operations, activities
and relationships. In discussions with students conducted by the reviewer the students reported that one of the many
strengths of the College is the values and how these guide interactions. They reported that they feel safe and secure at
school, that there is a well understood code of conduct and that there are well developed supports provided by the College
as required.
7
3.
Terms of Reference
The Peer Performance Review process has been welcomed by the Glen Waverley SC community. In preparation for the
review the College involved all stakeholders in consultation and discussion. Analysis and interpretation of data underpinned
much of the consultation and review process. Through these processes the College was able to gather feedback on key
data sets about its performance, celebrate the achievements of the past four years and seek input about future directions.
Further details about this process are outlined in the SSE on p. 5.
Terms of Reference
The terms of reference were developed following the completion of the SSE. They identified the aim/purpose and specific
areas for further investigation during the review.
Aim/purpose
The review will consider the school’s performance related to achievement, wellbeing, engagement and productivity. Other
areas identified for consideration include:

Instructional practices and the extent to which there are consistent approaches to personalisation of learning, the
provision of challenge and stretch for talented students; integration of ICT and 21st century skills.

The extent to which there is a whole school understanding related to student cognitive/learner engagement.
Methodology
Table 1: Timeline for the review
Date
7 May, 2014
8 May, 2014
Activity
Action officer
Briefing to staff and School Council on
Principal - Gerard Schiller, Staff and
upcoming review.
School Council.
Scope of review meeting.
Principal, Reviewer – Anita Forsyth,
Principal team.
Review – pre-visit including setting of
terms of reference, tour of school, review
16 May, 2014
panel meeting personnel and agenda and
Victorian Registration and Qualifications
Principal, Reviewer – Anita Forsyth,
Principal team.
Authority (VRQA) review.
16 May, 2014
Focus group meeting with students on
the Principal Advisory Group (PAG).
28 August, 2014
Panel day.
8 September, 2014
Submission of draft report to Principal.
19 September, 2014
Submission of final report to School and
DEECD.
Reviewer and PAG students.
Panel team – see agenda for panel
day.
Reviewer
Reviewer
The participants for the review panel meeting on 28 August, 2014 were:
Gerard Schiller
Principal
Sandra Erickson
Assistant Principal
Colin Warner
Assistant Principal
8
Vin Penso
Assistant Principal
Anita Forsyth
Accredited reviewer
Deborah Harman
Principal Peer
Vicki Forbes
Principal Peer (apology received on the day)
Christine Wanstall
School Council representative
Jackie Knight
Head of Learning Area (HLA) Health/PE
Richard Phillips
HLA Science
Melissa Perera
HLA English
Sue Simadri
Senior School Director
Shane Maycock
Middle School Director
Ivy Lai
Teacher
Alex Milnes
Teacher
Kathleen Combridge
Administrative Support
Following the panel meeting, a draft review report was prepared by the reviewer and sent to the Principal for comment prior
to final submission to the DEECD.
9
4.
Evaluation of Performance
Panel view of school performance
Achievement
Panel Recommendations for improvement
The panel acknowledged the very detailed work undertaken in the SSE to
Based on the SSE, an analysis of the data and discussions at the panel
analyse data and to outline the factors impacting student achievement over the
meeting the following recommendations for improvement were suggested
review period.
by the panel.
learning attainment and
The panel congratulated the College on successfully achieving, and in some
Suggested student achievement goal:
growth in student learning
cases exceeding, the majority of the targets it set for itself concerning student
that schools strive to
achievement.
Achievement refers to both
the absolute levels of
support.
An analysis of NAPLAN data over the review period indicates that the Literacy
To improve student achievement by ensuring that all students across all
ability levels and year levels are supported and challenged to reach their
potential and achieve their personal best.
While recognising that
and Numeracy entry level of the Year 7 students is well above the State mean
literacy and numeracy are
in all areas and particularly high in Numeracy. Even with this high entry point,
essential foundations for
students at Glen Waverley SC make well above the expected gain in their first
1. Further build teacher capacity to consistently personalise learning and
students’ success,
three years of secondary schooling. By Year 9, the matched cohort data
to more effectively interpret and use a broad range of data and evidence to
achievement outcomes
indicates, that despite losing a number of high achieving students to select
ensure the curriculum is differentiated across all domains and levels to
encompass a broader view
entry schools, student growth far exceeds the average State growth. In
better cater for individual learning needs.
of learning, spanning the full
addition, the 2013 NAPLAN Relative Growth data shows high levels of value
Suggested actions might include:
range of curriculum domains,
adding with growth exceeding expectations with for example, 44% achieving a
as well as students’ co-
high relative growth in Numeracy and 43% achieving a high relative growth in
curricular achievements.
Writing. While results for Reading are above expected gains they are not as
Suggested KIS:

including more explicit integration of 21st century skills and ICT
across the curriculum and that provides exemplars of the standard,
high as those for Numeracy and Writing. The panel agreed that improving
Reading will be part of an improvement agenda that remains focused on the
continuous improvement in Literacy and Numeracy outcomes for the next
modified and extension material in all learning area programs.

Build consistency of curriculum delivery between classes by
ensuring all teachers have an understanding of documented
planning period.
curriculum standards, the learning continuum and the College’s
In 2013 with the conversion from Victorian Essential Learning Standards
(VELS) to Australian Curriculum Victorian Essential Learning Standards
Complete documentation of curriculum and learning sequences
curriculum documentation.

Develop deeper understandings about the meaning of evidence-
(AusVELS) at Years 7-10 the student assessment scale changed and so it has
based practice and how to use multiple sources of data to
been difficult to determine whether teacher judgement targets have been
personalise student learning and to inform differentiated curriculum.
achieved. However an examination of the data does show that teacher

Ensure individual teachers and teams of teachers have ready
10
judgements indicate a far greater recognition of the spread of achievement
access to data, know how to interpret and use it to inform more
across classes and year levels in 2013 when compared to the commencement
differentiated and purposeful teaching.
of the review period and that there is more consistency when compared to

Further develop the ability of professional learning teams to share
NAPLAN data in 2013, especially in the English domain. Despite this
resources, research and evidence to improve the range of teaching
improvement though, teachers in the Numeracy area in particular, are still
strategies used by teachers for stimulating learning and for
rating students much lower than would be indicated by NAPLAN testing. The
stretching and challenging all students, in particular talented
College reports that the introduction of On Demand testing in Reading and
students.
Numeracy has been allowing teachers to gain a better understanding of where

Investigate approaches that may better support able students such
students are at on the learning continuum and the progress that they are
as providing an explicit pathway from Year 8 which places these
making over the year. The panel agreed that there will need to be continued
able students on personalised learning plans, getting able students
work, especially in the Mathematics Faculty, but also across all learning areas
involved in cross age tutoring programs, the possibility of introducing
to further build the capacity of teachers to make more consistent judgements,
a Select Entry Accelerated Learning (SEAL) program, developing a
triangulate data and to moderate effectively.
gifted and talented policy, etc.
Over the review period, in terms of its VCE target, the College has achieved its
2. Enable and expect all teachers to consistently implement the Glen
All Study School mean at 34 – an excellent achievement given the increasing
Waverley SC instructional model.
numbers of EAL students and the movement of a number of high performing
Suggested actions might include:
students to select entry schools. For two of the past four years the College has
been the best performed non-select entry government school in Victoria. The

Develop and implement the Glen Waverley SC instructional model
College also aimed to reduce the percentage of students being awarded an
which establishes a shared understanding of what highly effective
ATAR score below 50 to 5%. However this target has not been achieved with
teaching and learning looks like based on the College’s vision for
the percentage averaging around 6.5%. The College will continue to work on
learning. This shared and consistently implemented model to aim
this target but acknowledging that it is a non-select entry, neighbourhood
for less variability in data and outcomes across classrooms.
school it may be a challenge to lower this percentage further. The College will

Develop deeper understandings of how different models of teaching
continue to review VET options and the provision of pathways planning to
such as team teaching, the flipped classroom and the use of flexible
ensure all students’ needs are met and that they can access the pathway most
learning spaces can stimulate learning and enhance outcomes.
appropriate to their requirements.
The College has achieved the target of 100% of students with special learning
needs having online ILPs which are regularly reviewed and updated.

Strengthen the school’s performance and learning culture by
ensuring multiple sources of feedback (including peer observations,
coaching, mentoring, student feedback and learning walks, etc) are
provided to teachers about their practice. Make sure that teacher
The target that 100% of all students in the international student cohort satisfy
performance and development processes are linked to the College’s
tertiary entrance requirements has been consistently achieved over the four
priorities and that they support ongoing improvement in teacher
11
years of the review period.
effectiveness and establish collective accountability, such as in
Professional Learning Teams (PLTs), for the monitoring of progress
of individual students and cohorts of students.
3. Further build teacher capacity for making more consistent and accurate
assessment judgements individually and across teaching teams through
greater use of common assessment tasks, shared criteria, rubrics, cross
marking, and by establishing explicit moderation protocols.
Suggested actions might include:

Improve systems to record, track and regularly discuss student
results and progress as students move through the College.

Establish explicit moderation protocols in professional learning
teams, including the Mathematics Key Learning Areas (KLA), in
order to achieve more consistency in teacher judgements.

Enhance teacher understandings of how to use formative
assessment and feedback as ways to improve learning.
4. Continue to improve literacy outcomes for all students at all levels of
ability, especially in Years 7–10.
Suggested actions might include:

Continue with a whole school Literacy Leader and Literacy plan.
Renew a focus on strategies for improving Reading and
Comprehension especially for EAL learners.

Provide professional learning opportunities to build teachers’
capacity to utilise strong, academic/technical language and skills
practice - spelling, grammar, reading comprehension, critical literacy
techniques, etc. so that all teachers understand their role as
teachers of literacy.
12
Engagement
Engagement refers to the
extent to which students feel
connected to and engaged in
their learning and with the
The panel agreed that there is a range of evidence that suggests the students
Based on the SSE, an analysis of the data and discussions at the panel
at the College are engaged in school, want to come to school and have
meeting the following recommendations for improvement were suggested
developed a strong sense of belonging to the College. ATS Survey opinion
by the panel.
data show that School Connectedness is rated above State and regional
Suggested student engagement goal:
averages and parent opinion of School Connectedness is also rated well
above State mean levels. Student attendance levels are very strong with
To increase opportunities for higher levels of student cognitive
equivalent full time days that students are absent across the College averaging
engagement, challenge, independence, self-directed inquiry and deep
Engagement spans students’
7.41 days in 2012 and 5.81 days in 2013, way below averages of 19.24 days in
thinking.
motivation to learn, as well
2012 and 18.21 in 2013 days for the State. This data confirms how much
Suggested KIS:
as their active involvement in
students are engaged with the College and want to come to school.
broader school community.
1. Build the capacity of teachers to increase student engagement and
learning.
The student focus group interviewed by the reviewer reported that one of the
participation in learning so that students are more active learners.
Engagement also refers to
best things in their eyes about the College was the range of opportunities
students engagement as
provided that meant the vast majority of students could pursue their interests
they make critical transitions
and talents. They mentioned music, arts and sports programs; debating, public
through school and beyond
speaking teams and chess; sustainability and community fundraising projects;
such as by developing team teaching approaches in more areas of
into further education and
students and teams of students who assist in the Library, producing the
the curriculum.
work.
College Magazine, running assemblies; Tournament of Minds and running and

Ensure a greater focus on personalised learning pathways.
organising an interschool Constitutional Convention; leadership training and

Increase students’ ability to provide feedback to teachers about
Suggested actions might include:

roles including the Principal’s Advisory group; camps, excursions, peer support
programs, etc.
teaching and learning.

Involve students across all year levels in regularly establishing
meaningful learning goals, reflective practices, self assessment and
The College pays attention to the transition needs of students realising how
peer assessment.
important effective transition is in supporting the best student experience of
school and learning. Year 7 ATS Survey opinion data supports the view that
Establish more collaborative teaching practices to stimulate learning

Target greater use of technology and 21st century skills to support
Year 7 students feel supported in their transition given the steady increase in
and encourage innovative pedagogy, stimulating learning, higher
all the variables over the past three years. (For a thorough discussion of
order thinking and more collaboration and feedback between
factors supporting these positive outcomes see pps 14 and 15 of the SSE).
teachers and students.

The panel acknowledged that the College has successfully strengthened
transitions from middle to senior school through a number of initiatives,
In the College’s instructional model, make reference to the role of
the learner by explicitly describing what good learning behaviours
look like.
programs and additional resources. These have been clearly outlined on pps.
2. Continue to enhance student engagement, pathways and transitions by
13
14 and 15 of the SSE.
The panel commended the College on the range of programs supporting
ensuring that all decisions are informed by comprehensive knowledge and
supported by sound data and evidence.
student engagement and transition. The College target of achieving 95% of
Suggested actions might include:
Year 12 students continuing onto further education has been met consistently

over the review period, with 97% of the 2013 cohort continuing their education.
deliver high quality learning pathways appropriate to individual
91% of these students continued on to university. The Managed Individual
Pathways (MIPs) target has also been consistently met with 100% of post
student needs.

compulsory students being tracked for a minimum of six months after exiting
Explore further ways to recognise, celebrate and track co-curricular
achievements as students’ progress through the College so that
the College.
these are valued more and demonstrate how they contribute to the
The current real retention rate of students between Years 7–12 is a
commendable 74.6% even considering that a large number of students exit at
Improve the tracking of individual student progress in order to
total student experience.

Ensure greater use of individual/personalised learning plans to
Years 9 and 10 to take up places in select entry schools.
better cater for individual learning needs including able students
The panel agreed that over the next planning period there is now an
who require extra stretch and challenge and those requiring support
opportunity to build on this excellent work and pay more attention to levels of
and specific intervention.
cognitive engagement or student engagement in their learning. This is about

Continue to develop programs and initiatives that strengthen the
middle school to senior school transition.
ensuring students are active learners, that they understand their role in the
learning process and how they can lead their own learning more effectively. In
3. Investigate strategies to enhance parent and community engagement
this way all students can be leaders. How do we know we are getting the most
and connection to the College.
out of our students in terms of their achievement? Do students understand the
importance of coming to school and to class ‘ready to learn’? Are we
sufficiently challenging and stretching students? To what extent are students
Suggestion actions might include:

strategies such as the development of a parent compact.
aware of what good learning looks like? Are they able to be self directed and
independent learners? How stimulating is the learning environment? How

active are the students as learners? Are there opportunities for students to
collaborate/negotiate/influence curriculum and learning? Are students able to
appropriate learning goals? How often are they involved in self and peer
assessment? While all student opinion as collected through the ATS Survey is
strong, opinion of Learning Confidence, Teacher Effectiveness and Stimulating
Continue to explore ways to further build parent involvement and
connectedness through the use of Compass or similar.

provide regular feedback to teachers about teaching and learning? Are there
opportunities for authentic experiences in learning? Are students able to set
Further strengthen the three way education partnership through
Explore opportunities through Compass or similar of providing more
regular, continuous feedback about their students learning progress.

Continue to develop opportunities to strengthen community links,
including with alumni and university providers.
4. Continue to create opportunities to promote student voice and involve
students in decision-making in the College and about how they can make a
14
Learning is rated a bit below other variables. This suggests that there are
opportunities to think about more ways of involving students in learning and
difference to their local and global communities.
Suggestion actions might include:
decision making about learning in order to enhance their learning confidence
and create and even more stimulating learning environment.

Explore ways to enhance opportunities for international students to
be involved in decision-making and leadership forums.

Provide regular feedback to students about student opinion
collected via the ATS Survey and establish focus groups of students
to further investigate results of the ATS Survey and to recommend
improvements.

Further develop opportunities for students to be engaged in
authentic decision-making both at the College level and in real,
community projects and research.
Wellbeing
The school’s performance related to wellbeing is positive. Staff report and
Based on the SSE, an analysis of the data and discussions at the panel
Students’ health, safety and
parent and student opinion data indicate students feel safe and secure at
meeting the following recommendations for improvement were suggested
school, that the behaviour of students is generally good and that there is an
by the panel.
wellbeing are essential to
learning and development.
An inclusive, safe, orderly
and stimulating environment
for learning is critical to
achieving and sustaining
inclusive and orderly environment. The school actively seeks and utilises data
Suggested student wellbeing goal:
and evidence to raise levels of wellbeing. For example the use of ATS Survey
data informs the work and priorities of the Student Wellbeing team which in
To continue to build a safe and supportive environment and culture, one
turn prioritises and targets resources towards areas of specific student need.
that promotes positive relationships, values diversity and supports the
Students are regularly consulted and feedback sought.
development of students’ social and emotional skills and dispositions so
that they are well placed for success now and beyond school.
students’ positive learning
Over the review period the College has continued to develop and strengthen
experiences.
the capacity of the wellbeing team, incorporating a Student Wellbeing
Suggested KIS:
Coordinator, sub-school leaders, a chaplain, a full time nurse and departmental
1. Continue to develop existing wellbeing structures and programs such as
and community social/youth workers and psychologists to support the needs of
that related to Digital Citizenship and student mentoring to achieve the best
all students. The sub-school team structure has been redeveloped to more
possible wellbeing outcomes.
effectively support the needs of students. Three Directors oversee the
management of each sub-school and students are further supported by a
vertical House structure at middle school ensuring that students as they move
Suggested actions might include:

Increase student community involvement (could be built into Year 8
through the sub-school remain with the one House leader. A whole school
and Year 10 Living and Learning programs and the Year 9 2020
Restorative Practices model has been embraced by the sub-schools and is
program) so that student awareness and empathy for community
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reflected in the Student Code of Conduct which was written three years ago in
consultation with students and reflects the College’s vision and values.
issues is extended.

Strengthen communication with parents and educate them about the
importance of a well balanced work/life program in supporting
The College aimed at reducing Student Distress and improving Student Morale
student wellbeing and therefore the best learning outcomes.
as measured by the ATS Survey. Student Distress and Student Morale has
shown a slight improvement at every level and the targets set have been
2. Explore further development of proactive programs that promote
commendably achieved across Years 7-11. However at Year 12 limited
students’ resilience, support better management of stress and the
improvement has occurred and the target not met. In comparison to the rest of
achievement of a work/life balance.
the College and to State means Glen Waverley SC Year 12 students are more
Suggested actions might include:
stressed and have lower morale. The highly aspirant student and parent
community who are focused on achieving the highest possible ATAR scores is

Greater emphasis on Restorative Practice professional learning for
a factor in increasing student stress levels. The panel agreed with the College
staff to ensure consistency of approach to student wellbeing and
that continuing to focus on ways to manage stress and have a good work/life
discipline both inside and outside classrooms.
balance is a focus for the future.
Given the College’s technologically rich environment and the times we live in,
the College has spent a great deal of time and effort in developing and
embedding a whole school digital citizenship policy. This policy is aimed at
ensuring the responsible use of technology, the promotion of cyber safety and

online for teachers to access.


relevance and support the progression of wellbeing knowledge and
skills as students move through the College.

ensure the responsible use of technology, the promotion of cyber safety and
the protection of student safety.
Implement strategies that allow early identification of mental health
and other wellbeing issues so that an appropriate plan may be
responsible Digital Citizenship program across the College and the panel was
impressed by the approach and quality of what has been implemented to
Ensure ongoing reflection, evaluation and review of wellbeing
programs offered at Middle and Senior school levels to guarantee
group supporting the implementation of good digital citizenship inside and
school in 2014. A number of programs support the implementation of this
Continue to consult regularly with students so that the College
listens and responds to student needs.
the protection of student safety. The College has a Digital Citizenship working
outside classrooms. The College has achieved accreditation as an eSmart
Ensure student learning and wellbeing needs are regularly updated
tailored to best meet the needs of these students.

Review how the Year 10 program can be strengthened to build
greater resilience and enhance wellbeing through for example, the
extension of study hall from Year 9 into Year 10; closer scrutiny of
The College continues to invest in ongoing professional learning to increase
Year 10 subject selection to ensure more realistic options to counter
the knowledge and expertise of the sub-school teams in working with students
the pressure by parents and peers for all students to undertake a
experiencing social, emotional and physical issues.
VCE subject; improve the delivery of the Year 10 Living and
The College continues to focus on integrating a wide range of wellbeing
Learning program so that it is consistent and provides the best
programs designed to improve students’ social skills, connectedness,
career and pathway advice and consider the reintroduction of Year
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motivation and resilience.
Given the size of the College, there are challenges around providing the best
10 Form assemblies to support stronger teacher/student
relationships.
structures, the most appropriate amount of resourcing and the most effective
communication strategies to continue to support the best possible wellbeing
outcomes. Another challenge presents given the continual change in staffing.
While new staff are effectively inducted across all wellbeing policies and
procedures, and the sub-schools take responsibility for implementing
restorative practices approaches in their dealings with students, the College
wishes to ensure more consistent restorative practices approaches across all
classrooms.
Productivity
Productivity refers to the
effective allocation and use
of resources, supported by
The panel noted that the College has a relatively strong and stable financial
Based on the SSE, an analysis of the data and discussions at the panel
position and concluded that the College successfully allocates and effectively
meeting the following recommendations for improvement were suggested
targets its resources to support improved student outcomes and achieve its
by the panel.
goals as specified in the SSP 2010- 2013.
evidence and adapted to the
In July, 2010 the first year of the SSP, the $20 million redevelopment of the
unique contexts of each
College was completed and the final stage, the completion of a Middle School
school.
building, became available for occupation. The physical environment provides
Suggested productivity goal:
To ensure the efficient allocation and performance of resources to achieve
the goals and targets set out in the SSP 2015- 2018.
more flexible teaching and learning spaces with the state of the art facilities
Suggested KIS:
designed to enhance teaching and learning. In the focus group with students
1. Review leadership structures including the roles and responsibilities of
conducted by the reviewer, all students remarked that the facilities of the
all leaders to better ensure achievement of the specified goals and
College were a definite strength and that they were proud of the environment in
strategies specified in the new SSP. For example, consider the balance
which they worked. Discussions during the review meeting suggested that
between expenditure on student wellbeing and management leaders
going forward there were further opportunities to explore the use of the flexible
compared with leadership roles focused on curriculum, pedagogy,
learning spaces to strengthen differentiated learning and team teaching
eLearning and assessment. Should there be a Director of Pedagogy?
approaches.
Consider whether the Literacy leader and the English Domain leader
learning plans and facilities –
The College reports that they collect voluntary funds from about 70%–75% of
should be the same person when the school wants a literacy commitment
to the best possible effect
families. This funding together with International student school fees and
across the whole school.
and in the best possible
proceeds from the hire of the College’s facilities meant that about $1million
2. Continue to invest in leadership development and staff professional
combination to support
dollars of locally raised revenue is raised each year. This funding has provided
learning as a priority, ensuring that professional learning is focused on the
Successful productivity
outcomes exist when a
school uses its resources –
people, time, space, funding,
facilities, community
expertise, professional
learning, class structures,
timetables, individual
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improved student outcomes
the College with a level of discretionary income that has been allocated to
achievement of the College goals and that knowledge transfer and
and achieve its goals and
projects and human resources necessary to deliver many of the objectives
succession planning are built into leadership development and staff
targets.
articulated in the SSP. For example increased levels of funding have been
professional learning processes. Recommended actions might include:
directed to student management and student wellbeing; learning support
linking staff performance and development processes more closely with
services for students with additional needs; numeracy and literacy support;
College priorities; timetabling/resourcing a structured program of peer
gifted and talented programs; eLearning leadership and facilities and security.
observation and feedback.
Further, a significant amount of discretionary expenditure has been allocated to
3. Improve the use of ICT at all levels of the organisation including –
building and maintaining a 21st century electronic learning environment. The
student learning/effective teaching; assessment and feedback;
move to a 1:1 BYOD has placed less reliance on the purchase of devices for
communication; tracking student progress to support higher levels of
student use but has required a significant increase of expenditure on high
personalised learning; general school management. For example,
speed, high capacity servers, supplementary Internet Service Provider (ISP)
investigate ways Compass may provide further opportunities, innovations
links and Wi-Fi infrastructure.
and efficiencies; examine ways to make student data more accessible to
A highly skilled team of ICT professionals ensure that the considerable
demands of such a sophisticated ICT environment are able to be met. The
staff so that it is used more universally and productively to support higher
levels of personalised learning and appropriate differentiation.
panel agreed that this will be an area that will continue to require high levels of
4. Investigate:
resourcing in order to further develop the innovative eLearning environment, an

environment which engages and enriches student learning, creativity and
communication opportunities and enables anywhere, anytime learning.
Continued investment in staff professional learning will be required to realise
this vision and to achieve more consistent integration of ICT across the
College.
Arrangements for timetabling to ensure the best match between
teachers and the needs of students.

Different classroom organisation/models to assist in tailoring
curriculum and pedagogy to more effectively meet different student
needs, especially the needs of talented students and students with
special learning needs.
The ongoing investment in technology has enabled the College to reduce its
reliance on paper-based communication to more on-line communication within
the College and with parents. This will be an area of continued attention in the
new planning period with for example the purchase of extra Compass
applications (such as Chronicle and Insight) and continued improvements and
review of the best way for the College to monitor and track student learning
progression and provide feedback (for example redevelop Progress or use the
Compass Learning Tasks module?).
The College expends significant resources on providing appropriate, timely
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professional learning for staff to ensure the development of teachers’ skills,
knowledge and practice to enhance the learning of all students. This includes
an extensive in-house professional learning program where staff expertise and
resources are shared. The panel agreed that this approach positively
promotes knowledge transfer and builds staff efficacy and team work. So far
the College has not yet embedded opportunities for peer classroom
observation and the panel felt that this would be a strategy that would be likely
to further build staff collaboration, team work and consistency. It was also felt
that closer linking of staff performance and development requirements with
College priorities may be a further strategy that would assist in building greater
consistency and further enhanced student learning.
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5.
Registration Requirements: Summary Statement
Glen Waverley Secondary College
Signature of Reviewer:
Name of Reviewer: Anita Forsyth
Date: 28/8/2014
Registration requirements to be met by all Government schools
SCHOOL GOVERNANCE

Democratic principles
Evidence provided to VRQA by the Department

Structure
Evidence provided to VRQA by the Department

Philosophy (eg. - SSP, AIP)

Statement of school philosophy

Explanation of how philosophy is enacted

Not-for-profit status
Evidence provided to VRQA by the Department
ENROLMENT

Student enrolment policy (Specialist and Specific Purpose*[see below] schools
ONLY)

Student enrolment numbers
Evidence provided to VRQA by the Department

Register of enrolments
Evidence provided to VRQA by the Department
CURRICULUM AND STUDENT LEARNING

Time allocation per learning area (eg. Timetable)

Explanation of how and when curriculum and teaching practice will be reviewed
(eg. - SSP, AIP, Curriculum Committee minutes, staff Professional Development)

Outline of how the school will deliver its curriculum (eg. Scope and sequence)

A whole school curriculum plan (eg. Scope and sequence)

Documented strategy to improve student learning outcomes (eg. - SSP, AIP)
Is the registration
requirement met?
Yes
N/A
Yes

Monitoring and reporting on students’ performance
Evidence provided to VRQA by the Department
STUDENT WELFARE
Student welfare
Yes

Student Welfare policy and procedures

Bullying and Harassment policy and procedures
Student safety
Yes

On-site supervision policy and procedures

Excursion policy and procedures

Camps policy and procedures

Ensuring safety and welfare of students with external providers policy and procedures
Student care

Care arrangements for ill students

Distribution of medication policy and procedures

Anaphylaxis management policy and procedures

Register of staff trained in first aid

Record of student medical condition and management
Additional evidence

Mandatory reporting policy and procedures

Accidents and incidents register

First aid policy and procedures

Internet policy and procedures

Critical incident plan

Emergency management plan

An outline on how the school communicates policies and procedures on the care, safety
and welfare of students to the school community

Emergency bushfire management
DISCIPLINE


Behaviour management policy and procedures (including procedural fairness and an
explicit statement prohibiting corporal punishment)
An outline of how the school communicates these policies and procedures to the school
Yes
Yes
Yes
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community
ATTENDANCE MONITORING
 Attendance monitoring
Evidence provided to VRQA by the Department

Attendance register
Evidence provided to VRQA by the Department
STAFF EMPLOYMENT
Teachers’ requirements
Yes

Register of all teachers with name, VIT registration number and category
Compliance with Working with Children Act 2005
Yes

Procedures to ensure that all required staff have Working with children check

A Working with children check register

Procedures to maintain the Working with children check register
SCHOOL INFRASTRUCTURE
 Buildings, facilities and grounds
Evidence provided to VRQA by the Department

Educational facilities
Evidence provided to VRQA by the Department
OTHER REQUIREMENTS
Information about school performance
Evidence provided to VRQA by the Department

Registration of an additional year level or campus
Applicable only when required

Changing a school type or location
Applicable only when required
Additional registration requirements to be met by schools offering a senior secondary course or qualification (VCE /
VCAL / IB)
Student learning outcomes
Yes

Current student and staff handbooks

Sample student learning sequence

Procedures and documentation to indicate staff have been provided with current and
accurate information

Policies and procedures to enable compliance with the awarding body
Student records and results
Yes

Policies and procedures to maintain accurate student records

Policies and procedures to undertake an annual analysis of records and results

Policies and procedures to monitor patterns of student participation and completion rates
Student welfare
Yes

Policies and procedures in place consistent with relevant legislation to ensure care, safety
and welfare of students and provision of opportunities for students with special needs
Teaching and learning
Yes

Qualified and competent staff to teach and assess the class

Suitable teaching resources and physical facilities to provide the course

Processes to ensure consistent application of assessment criteria

Processes to oversee conduct of assessment, including processes to conduct
investigations and hearings, and if necessary amend or cancel assessments
21