Peer Review Report
Ashwood College
North Eastern Victoria Region
School number:
8743
Acting Principal:
Anna Kukuruzovic
School Council President:
Patrick van Reyk
Review Company:
Monash University
Accredited School Reviewer:
Gaell Hildebrand
Peer Reviewers:
John Albiston
Karen Green
Date of Review Meeting:
28 August, 2014
Contents
1.
Executive Summary and Context
3
2.
Terms of Reference
6
3.
Evaluation of Performance
9
4.
Registration Requirements: Summary Statement
20
2
1.
Executive Summary and Context
Ashwood College has become a good school. Changes implemented over the past four years have been about raising the
College’s performance to a higher level, providing successful outcomes for all students, including providing them with a
broader range of pathways through and beyond the school.
Over the course of its current School Strategic Plan (SSP), Ashwood College embraced significant change across
organisational, curriculum, pastoral care, information technology and physical dimensions. This includes: a changed school
leadership structure; a Year 7 to Year 10 vertical curriculum; a Year 7 to Year 12 vertical House restructure with cross-age
groupings; a changed daily lesson structure to 90 minutes each; iPads as one-to-one learning devices for Year 7 to Year 12
students; and a comprehensive new building program in line with the College Masterplan. The building program has
delivered: a Federally funded and state of the art science facility; a State funded learning centre; both domestic and
commercial-standard food technology facilities; a new gymnasium; an enhanced Performing Arts Centre; a new
administration block; and an additional $5 million funding, as announced in the 2014 State Budget, is targeted for an
additional, flexible learning centre.
All these transformations have been conducted to align the school's practices with the goals and directions of the SSP. The
peer review panel expressed the view that the staff of Ashwood College should be congratulated for their energetic and
enthusiastic commitment to these transformational changes for the benefit of their current and future students.
The school was faced with falling enrolments and residual negative perceptions within the local community, due partly to
well-publicised but isolated events at the school, and partly to a decades old reputation as being more focused on hands-on
skills rather than academic skills in this formerly lower socio-economic area. The school is moving rapidly away from its
previous image due to the recent transformations. Its Victorian Certificate of Education (VCE) results are one indicator of
improvement and demonstrate excellent data that now regularly exceeds State means. Another indicator of success is the
Student Teams of Action and Reflection (STAR) vertical home groups within the House system, which are designed to
encourage cross-age support and mentoring and foster a sense of belonging. The success of these groupings is evident in
the calm and orderly classrooms and the dramatic reduction in the number of student misdemeanours.
The panel was impressed with the nature and extent of the improvements in student outcomes over the last four years.
In particular, student learning achievements, as measured by National Assessment Program – Literacy and Numeracy
(NAPLAN) data indicate that teachers’ work to improve numeracy and literacy is taking effect. The rate of growth of student
learning in Numeracy has improved markedly. Similarly, the rate of growth in Writing is greater than that of similar students
in other schools, although improvements in Reading and Spelling do not yet match this.
In the VCE, more than 15% of students attain Australian Tertiary Admission Rank (ATAR) scores above 90 (compared with
10% across the state) and almost 40% attain scores above 80 (compared with 20% across the state). Almost nine in ten
students receive first or second preference tertiary offers and almost 80% of students go on to tertiary study. As the only
school in the network to offer the Victorian Certificate - Applied Learning (VCAL), Ashwood College provides a valuable
alternative pathway to further vocational studies and employment.
Student Attitudes to School Survey (ATS Survey) data has improved. Student responses to Teacher Effectiveness and
Stimulating Learning rate higher than like cohorts in the region and across the State.
Student attendance rates at school have improved markedly over the last four years, as has retention of students,
particularly in the transition from Year 10 to VCE or VCAL. This shows that students are engaged in their learning at
Ashwood College and wish to continue their learning under the vertical curriculum and enhanced VCE and VCAL options.
The student representatives at a lunchtime meeting with the reviewer were clear that the strengths of the school lie in it
being small and friendly, with strong individual support from quality teachers. They appreciate the levels of choice the
vertical curriculum provides them and are vocal about the good friendships they have built across ages through both the
3
vertical curriculum and the House STAR system. Students are respectful of each other, their teachers and the school, but
are aware of the injudicious perceptions of the school in the wider community.
Parents have given positive feedback to the school and consider that the teachers are friendly, approachable and caring.
After discussing the School’s Self Evaluation (SSE) and other data, the review panel made the following recommendations
for the future.
Improvement goals and strategies
Achievement
Goal: To enhance every student’s achievement, across all performance levels, and in all pathways, ensuring that each
student is appropriately challenged to achieve excellence.
Key Improvement Strategies (KIS): Ashwood College plans to build teacher capacity in identifying and catering for
individual learning needs by expanding their repertoire of teaching and learning activities which embody high expectations
for all students. At the same time Ashwood College understands that the use of consistent approaches to assessment of
individuals and groups of students across learning pathways and stages of learning is important. In undertaking these
changes, the school will work to analyse progress of student cohorts such as VCE and international students.
In order to drive these changes, it is the school’s intention to enhance teachers’ data analysis skills to monitor, identify and
target improvements and changes.
The school offers a strong VCAL program as an alternative to the VCE and improving its rigour is a focus for further work.
Engagement
Goal: To improve students’ motivation and learning confidence.
To improve the school’s enrolment and retention data.
KIS: In developing strategies to increase future enrolments and retain current students, the school will be working on a
number of areas. These include empowering students to recognise and build on their strengths through appropriate levels of
challenge and support. The school will be expanding its programs to build leadership capacity in students and embed a
career development program across the curriculum for all students, Year 7 to Year 12.
Wellbeing
Goal: To improve students’ pride in, and connectedness to, the school and their peers.
KIS: Providing a range of experiences to foster student pride in their school and building a range of strategies to involve
parents more actively in students' learning, educational experiences and school community will assist in further improving
student wellbeing.
Productivity
Goal: To ensure that staffing, funding and resources are aligned with the strategic directions of the school.
KIS: In order to build a stronger and shared sense of identity, Ashwood College has undertaken broad community
consultation regarding a proposed name change. Further collaboration with all stakeholders will be undertaken in the
development of vision, values and the school’s philosophy.
Strong distributed leadership will provide for enhanced pedagogical capacity across all sections of the school. This will
complement the synergy between curriculum, classroom practice and learning environments.
In using the SSP and Annual Implementation Plans (AIPs) as a guide for aligning staff professional learning with the school’s
priorities, Ashwood College is managing its available finances to the best advantage of students.
4
Ashwood College is well set up for the next phase of its ongoing improvement program. It has the necessary staff with
energy and commitment, the willingness of students to be positive ambassadors for their school in the community, and
wonderful new facilities that are ideal for enhancing student outcomes.
5
2.
Terms of Reference
Aim and Purpose
In discussion with the Principal, leadership team and the reviewer the following four aspects were the focus of the review:

How well the school has improved student outcomes through the introduction of the vertical curriculum and house
structures.

The extent to which data is used to improve student outcomes and staff accountability.

The effectiveness of school practices in developing student connectedness, motivation and school pride.

The effectiveness of strategies used to improve community perceptions of the school and the impact on enrolments.
Methodology
This review aligned with the model outlined for Accountability and Improvement by the Department of Education and Early
Childhood Development (DEECD) for Peer Reviews and addressed performance in each of four inter-connected areas:
Achievement; Engagement; Wellbeing; and Productivity. It sits within the overall framework of the four-year cycle of a SSP
with AIPs followed by a SSE and external review in the fourth year of the cycle, leading to the development of a new SSP.
The preliminary visit conversations and data collected proved to be excellent resources for understanding the changes in the
school’s student outcomes over the review period (2011-2014). The school’s Victorian Registration and Qualifications
Authority (VRQA) material was also collected on the preliminary visit and this enabled a thorough review of the material
against the requirements.
The participants on the Review Panel day, on August 28, 2014, were:
Acting Principal:
Anna Kukuruzovic
School Council representative:
Peter Morgan (Parent representative)
Peer:
John Albiston (Principal, Frankston High School)
Peer:
Karen Green (Educational Consultant)
Assistant Principal
Jo Henriksen
Acting Assistant Principal
Debra Gibson
Senior Advisor
Stuart Edwards
School Reviewer:
Gaell Hildebrand (Monash University)
Morning sessions:
Four leading teachers:
Karen Bares, Anastasia Moukas,
Natalie Same and Melissa Worth
Wellbeing session:
Student Welfare Coordinator:
Chrissy Lynch
Four House Coordinators:
Sandra Baker, Vicky Dernikos,
Dom Holloway and John Sheehan
Afternoon session:
Business Manager:
Kelly Garret
Facilities Manager:
Peter Forbes
6
The DEECD Victoria as a Learning Community Action Plan was used as an organising framework to elicit written responses
from individual panel members in the first session. These responses were collated and scrutinised for additional insights into
the school’s work.
The panel meeting provided an opportunity to consider the SSE, the available data and celebrate the many positive
achievements over the last four years. The strengths and issues arising from the data were discussed in light of contextual
factors affecting performance and areas for improvement were identified.
Over lunch, the reviewer met with a representative focus group of students who were helpful in providing responses to the
two questions:
1. What are the great things about this school? (What you would say to a new neighbour to encourage them to come here?)
2. If you could change one thing to improve the school what would it be? (If you were the Principal, what would you do
differently?)
The data gained from the student session was fed back to the review panel immediately after it occurred.
A review report was prepared by the reviewer and sent to the Principal and peers for comment prior to final submission to
Monash University and the DEECD for quality assurance.
Table 1: Timeline for the Peer Review
Date
Activity
Resources
Action officer
Term 1, 2014
Briefing to staff on
Staff meeting time.
Anna Kukuruzovic.
Staff commitment.
Anna Kukuruzovic and
leadership team.
School Portal data.
Anna Kukuruzovic and
school staff.
upcoming review
Term 1, 2014
Establishment of School
Self Evaluation
Committee
Terms 2 and 3,
Preparation of the SSE
2014
and school data package
2011-2014 SSP and many data files.
Multiple meeting times. Parent and
student Forums.
August 14, 2014
Preliminary visit
Data files, VRQA folders. Discussion
between External Reviewer and
Leadership Team.
Anna Kukuruzovic and
leadership team with
Gaell Hildebrand.
School tour and meeting key staff.
August 14 to
August 28, 2014
August 28, 2014
Analysis of data and
other information
collected on the
preliminary visit.
Reviewer’s time and data analysis
skills.
Peer review panel day
SSE. Data files. Focus group of
students.
Gaell Hildebrand
VRQA detailed check.
Peer Review Panel and
invited others.
Panel input.
7
August 28 to
September 16,
2014
Drafting of the review
report and checking by
the Principal.
Reviewer’s time.
Gaell Hildebrand
Data analysis.
Anna Kukuruzovic
Peer review panel day evidence.
September 16,
2014
Submission of finalised
Peer Review Report.
Quality Assurance processes
completed via Monash University and
DEECD.
Gaell Hildebrand
Monash University
DEECD
TBC
Presentation to staff and
School Council.
Review Report.
Anna Kukuruzovic and
Assistant Principals
Time to prepare presentation.
8
3.
Evaluation of Performance
The panel’s recommended goals, KIS and actions for Ashwood College’s next SSP for 2015-2018, and the four-year cycle of improvement and accountability, are outlined in the table below
for Achievement; Engagement; Wellbeing; and Productivity.
Panel view of school performance
Student Achievement
Achievement refers to both the absolute levels of learning
attainment and growth in student learning that schools strive
to support.
While recognising that literacy and numeracy are essential
foundations for students’ success, achievement outcomes
encompass a broader view of learning, spanning the full
range of curriculum domains, as well as students’ cocurricular achievements.
Panel Recommendations for improvement
The panel noted that the vertical curriculum structure from
Goal:
Year 7 to Year10 has received enthusiastic support from
To enhance every student’s achievement, across all
students and parents - as reported in the panel, the SSE
and student and parent forums.
The compulsory core additional units in Literacy and
performance levels, and in all pathways, ensuring that each
student is appropriately challenged to achieve excellence.
KIS:
Numeracy in Year 7 to Year 9 are having an impact in
Numeracy data, but not yet in all the Literacy data. The rate
Build teachers’ capacity to define and implement a wide
of growth for Ashwood College students in Numeracy and
repertoire of pedagogy that reflects high expectations for all
Writing is greater than that for similar students and shows
students and provides differentiated curriculum and explicit
that the school is adding value.
teaching to cater for individual learning needs.
The relative growth of Ashwood College students in
Actions:
Numeracy is medium or high, with few students having a low

Review pedagogical approaches and develop,
relative growth, and the raw data shows that these students
document and embed a shared understanding of what
are catching up to their counterparts in other schools by
purposeful, stimulating and effective learning and
Year 9, from a lower base in Year 7.
teaching looks like at Ashwood College i.e.
Although Writing has improved at a greater rate than similar
collaboratively generate a Teaching and Learning
students, and a greater rate than Reading, there were still
Policy - and then enact it.
more than 40% of Year 9 students at, or below, the National

improvements in collegiate time.
Minimum Standard (NMS) in 2013.
The panel thought that achievement could be further

Develop and implement a model of structured peer-topeer observation that is used to improve the range of
enhanced through teachers implementing a broader range
of teaching and learning approaches to match the diverse
Prioritise curriculum, pedagogy and assessment
teaching strategies used for stimulating learning.

Review the Literacy and Numeracy programs at Year
7-to Year 9 to build common purpose, curriculum,
9
needs of students in their classes, especially as the new
pedagogy and assessment amongst the teaching
flexible learning spaces become available.
team.
It was noted by the panel that discrepancies between

to utilise the flexible learning spaces and work
teacher judgements on reports for the Victorian Essential
Learning Standards/Australian Curriculum and Victorian
Essential Learning Standards (VELS/AusVELS) and the
external data, such as NAPLAN, are probably indicative of
Provide professional learning for staff in the best ways
collaboratively in teams.

Offer Master classes to stretch VCE students.

Use targeted strategies to raise the rate of progress for
inconsistencies in teacher assessment processes. It was
students at the “tail” end within the Year 7 to Year 10
clear to the panel that the likelihood of a student achieving
Vertical Curriculum and in the VCE.
an A or B on their teacher’s report was more a factor of what
Embed consistent approaches to assessment of individuals
learning area the report was in, rather than the capability of
and groups of students across learning pathways and
the student. e.g. the current Year 12 cohort all received As
stages of learning.
and Bs in History in Year 10, whereas less than 5% of them
were awarded an A in Science in Year 10. Although some
teachers are using criteria and rubrics, this is not yet
Actions:

Evaluate current assessment practices to develop and
established across the school and more can be done to
implement an Ashwood College Assessment Policy
embed moderation protocols across teachers and courses.
that incorporates assessment of, for and as learning.
It was clear to the panel that VCE data is improving and

assessment as learning, or self-assessment, strategies
teachers are working well in using strategies to continue this
improvement. The all-study mean score of 29.8 in 2013
(three year average 29.27 for 2011-2013) was above the
for use across all pathways and year levels.

associated criteria and rubrics, where data is analysed
with the proportion of students with high ATAR scores
the VCE teachers are raising standards. The panel thought
and shared with students and teacher teams.

Refine curriculum specifications of skills and
knowledge (scope and sequence) and matched
that the school could target a higher proportion of students
assessment tasks to ensure a closer alignment
gaining study scores above 40 (4.2% in 2013 and a three
between VELS/AusVELS standards and teacher
year average of 4.9%) through challenging highly capable
students, beginning in Year 7.
Adopt an assessment program across all pathways
that utilises common assessment tasks, with
State mean. The mean study scores across subjects, along
(above 90: 16%; above 80: 39%) indicated to the panel that
Build a shared and documented repertoire of
judgements across Years 7-10.

Develop strategies for making consistent judgements including using the VELS/AusVELS progression points,
10
The panel recorded that the VCAL enrolments at Ashwood
shared assessment criteria, rubrics and moderation
College offered an option in the locality not offered by other
using samples of student work.
government schools. School-provided Vocational Education

Audit and review approaches used for monitoring
and Training (VET) Music and Fitness also contribute to the
student progress, such as formative assessment and
VET options for other local schools. The VCAL completion
the quality of feedback, to ensure it improves learning.
rate has been uneven and the school is devising ways to

Develop a consistent, rigorous and purposeful
make this higher and more consistent and to follow up
homework program that contributes to student learning.
students who do not complete.
Establish a culture where homework expectations are
clear, adhered to and where consistent consequences
for non-compliance are applied.
Improve international students’ results.
Actions:

Investigate further language support opportunities,
including academic language for English as
Another language (EAL) and international students.

Review and analyse International Students
outcome data to identify strategic intentions and
improvement of VCE results.
Enhance teachers’ data analysis skills in order to drive
improvements in pedagogy and assessment.
Actions:

Support teachers to collect and analyse student
data to ensure a deeper understanding of students’
performance for more personalised, targeted
teaching.

Analyse data in reports on VELS/AusVELS levels
of achievement in all subjects/units to identify
consistency issues.
11

Support teachers in the use of VCE data; Principal
class to meet with each VCE teacher to identify
areas of focus for improved teaching

Review the timely use and analysis of validated test
tools to better monitor student learning growth and
share the data with students. For example,
Victorian Curriculum and Assessment Authority
(VCAA) On Demand; Australian Council for
Education Research (ACER): Progressive
Achievement Tests (PAT) Reading, PAT Maths,
PAT-Science, eWrite, Tests of Reading
Comprehension (TORCH) etc.

Use staff expertise and skills at VCE level to better
support Year 7 to Year 10 teachers’ understanding
of sequencing, skills development and learning
required for VCE.

Regularly analyse and monitor student uptake of
units ahead and behind their ‘nominal’ stage to
identify individual progress and pathway trends.

Develop annual school data analysis schedule.
Improve the perception of VCAL as a rigorous and viable
alternative to the VCE.
Actions:

Review the VCAL program with a view to ensuring
adequate: rigour in the program; documentation of
curriculum and timelines; integration of VCAL into
the Senior School Preparatory program; and more
stringent adherence to placement requirements.

Build pride in the VCAL programs through
showcasing and promoting VCAL students’ work.
12

Engagement
Engagement refers to the extent to which students feel
connected to and engaged in their learning and with the
Strengthen partnerships with other providers.
The panel understood that the STAR groupings within the
Goals:
new vertical House structure appear to have allowed
To improve students’ motivation and learning confidence.
students to feel better connected to each other and the
school. As well, the STAR groups provide a means for
To improve the school’s enrolment and retention data.
Engagement spans students’ motivation to learn, as well as
pastoral care activities, course selection, accountability for
KIS:
their active involvement in learning.
personal goals and study skill development. Since their
broader school community.
Engagement also refers to students engagement as they
make critical transitions through school and beyond into
further education and work.
introduction there has been a noticeable drop in student
misbehaviour and incident reports. It has now also eased
Develop strategies to increase future enrolments and retain
current students.
the issues of transition from year-to-year with positive parent
Actions:
feedback about communication between home and school.

The panel noted that moving all lockers for each House to
the same area had the unintended consequence of
in the wider community.

minimising year level misbehaviour at the beginning and end
successes.

However, the panel discussed reasons why Learning
Confidence and Student Motivation are well below those for
the State and region and agreed this indicated an area for
Create stronger links with the local community, including
the local press, and promote the school and its students'
of class breaks and increasing informal cross-age peer
support.
Celebrate successes publicly, both within the school and
Analyse the data from exit interviews and documentation
from all exiting students.
Empower students to recognise and build on their strengths
through appropriate levels of challenge and support.
the school to improve. The difference in response from boys
and girls is marked at some levels, for example, Year 8 and
Actions:
Year 9 girls are much less confident in their learning than

their male counterparts, whereas Year 10 girls are the more
confident sex.
Explicitly link Learning Goals and Strategies to the
previous semester’s report.

Raise expectations and students’ levels of engagement
The dramatic drop in absences from 2012 to 2013 is
through challenging and differentiated learning and
commendable, as is the drop from 2011 to 2013. The panel
assessment tasks.
gave credit to the vertical curriculum for this increased

Provide regular, positive feedback to students on their
engagement in school, through the increased level of choice
learning, both informally and through formative
available to students in their unit selection (within tight
assessment.
boundaries).
13
The enrolment and data is still creeping lower although the

Annually review all curriculum units in the vertical
retention from Year 10 to Year 11 is now improving and
curriculum to ensure they are engaging, stimulating and
augers well for the future.
challenging, rotating units and adding new ones where
appropriate.

Create opportunities for higher levels of student
engagement, individual differentiation and challenge
through the enhanced use of Information and
Communication Technology (ICT) and self-directed
inquiry, especially in Years 7 to Year 10.

Improve teacher/student feedback to develop high levels
of student decision making and accountability for their
own learning.
Expand programs to build leadership capacity in students.
Actions:

Expand the system of distributed leadership within the
House system so that students in all year levels have
opportunities for leadership in a range of areas (e.g.
Year 7 School Ambassadors).

Ensure success across all endeavours is regularly
identified and celebrated within the school and broader
community (e.g. morning teas, articles in newsletters,
local press).

Develop a student leadership training program that
incorporates: communication, public speaking, team
building, and building self-confidence.
Embed a career development program across the
curriculum for all students, Year 7 to Year 12.
Actions:
14

Audit and map career development activities that are in
the vertical curriculum, Year 7 to Year 10.

Build opportunities for additional career development
and Managed Individual Pathways (MIPs) type work at
Year 7 to Year 10 levels, using tools and resources such
as the Victorian Careers Curriculum Framework and/or
the Australian Blueprint for Career Development (ABCD)
and the My Future website as tools.

Use the Engaging Parents in Career Conversations
(EPICC) (resources of DEECD as a tool to strengthen
partnerships with parents).

Review the data kept across the school by House
Coordinators, course counsellors, extra-curricular and
student welfare programs, services and providers in
order to identify synergies, gaps and needs to improve
career and social support for students.

Ensure senior students are fully informed of and have
access to a wide range of post-school options.
Wellbeing
Students’ health, safety and wellbeing are essential to
learning and development. An inclusive, safe, orderly and
stimulating environment for learning is critical to achieving
and sustaining students’ positive learning experiences.
Student feedback conducted during the self-evaluation
Goal:
process identified for the panel that the STAR groupings and
To improve students’ pride in, and connectedness to, the
vertical House structure are increasing students’ feelings of
school and their peers.
safety and connectedness to peers. A critical incident at the
school in the last two years initially made students feel
KIS:
unsafe, however the strong steps taken by the school to
Provide for the positive development of student pride in their
minimise the risk of such incidents occurring in the future
school.
has led to students now reporting that they feel safer at
school.
In 2014, the ATS Survey data shows that Ashwood College
students feel safer than their counterparts in many other
schools - and this was not the case in 2012-2013.
Actions:

Redesign the College website.

Consider the use of positive language and the concept
of “flourishing” from Positive Psychology as a means of
enhancing wellbeing and self-confidence.
15
The panel noted that each of the factors: Student Distress,

Publicise student successes at Ashwood College so that
Student Morale and Connectedness to Peers, were below
students, parents and the wider community hear about
region and State means in 2012-2014. However, Teacher
them frequently (e.g. consider posters of success stories
Empathy was below State means in 2012 and 2013 but
created by Media students in local shopfronts).
above it in 2014. Again the variation between the sexes is

Build an identifiable Alumni group - through invites to the
sometimes marked and variable from year level to year
official opening perhaps and work with past students as
level. The panel discussed a range of strategies to improve
mentors, role models, ambassadors and benefactors.
this data in the future.

Investigate and promote the ‘Where Are They Now?’
program of past Ashwood College students.

Showcase student work to parents and the broader
community throughout the year as Exhibitions,
Performances, Recitals, etc.

Support students in a common language to articulate
their pride in the school when spreading the positive
Ashwood College story through “word of mouth”.

Update and expand the network of DEECD and external
providers to support students at risk.
Build a range of strategies to involve parents more actively
in students' learning, educational experiences and school
community.
Actions:

Build a sustainable series of workshops (e.g. Positive
Psychology, Habits of Mind, Study Skills) and/or extracurricular programs that bring families together at the
school.

Encourage and support School Council to revitalise and
reconstitute the Parents and Friends Association.

Provide social opportunities to bring parents to the
school.
16

Extend promotion of extra-curricular activities (e.g.
school musical, music, debating, sport, World
Challenge).
Productivity
Productivity refers to the effective allocation and use of
resources, supported by evidence and adapted to the
unique contexts of each school.
The panel congratulated the staff and leadership of the
school on their management of a large number of changes
within the school curriculum and organisational structures
Goal:
To ensure that staffing, funding and resources are aligned
with the strategic directions of the school.
whilst also working with a major rebuild of the whole school.
Successful productivity outcomes exist when a school uses
The panel had a walk-around the new facilities at lunch time
KIS:
its resources – people, time, space, funding, facilities,
and was impressed with them and the re-design of older
Clarify the school name, motto, vision, values and logo in a
community expertise, professional learning, class structures,
spaces such as the Hall.
collaborative way, to ensure that all staff and the whole
The “branding” of the school was discussed and ways in
school community share an aligned vision and sense of
which the marketing and publicity campaign might take
purpose.
advantage of the new name, logo, motto along with the new
Actions:
timetables, Individual Learning Plans (ILPs) and facilities –
to the best possible effect and in the best possible
combination to support improved student outcomes and
achieve its goals and targets.
facilities to regenerate enrolments from the large number of
local primary schools.

Continue and complete the process of the school name
change.
In terms of staffing, the panel noted that a realignment of

leading teacher roles was in process and that this would
better align leadership with the strategic directions of the
school’s motto, logo, vision, values and philosophy.

school. It was also noted that the staff performance and
development plans for staff were aligned with the AIPs,

Develop and implement a marketing and publicity
campaign to promote the school to the public and local
However, the panel noted that professional learning still
direction.
Enact and embed the school motto and values into
school practices on a daily basis.
requiring goals and targets that moved the school forward.
needed to be more aligned with the school’s strategic
Ensure broad consultation in development of the
primary schools.

Continue to strengthen partnerships and relationships
with local primary schools e.g. through sharing facilities,
A discussion on class and STAR home group sizes led to a
conducting cross-school activities, bringing students to
decision to optimise class sizes and teacher allocations in
Ashwood College; have student ambassadors visiting
the future. The panel also noted the generous number of
primary schools.
Education Support (ES) staff and how it was now timely to
Strengthen pedagogical leadership capacity to provide
review their numbers and roles.
strong distributed leadership across the school.
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The panel heard that the school would be in deficit if not for
Actions:
the international student program. It discussed ways of
improving the sustainability of this program over time and

areas of strategic importance.
the importance of having a range of sources of income for
the school, e.g. hiring facilities to the community
Redefine leading teacher roles to focus attention on

Structure internal professional learning to enable
organisations, which could also build productive
structured Peer-to-Peer classroom observations and co-
partnerships.
coaching conversations.
Provide professional learning for staff in:

The collection and analysis of data to improve
outcomes; and

The giving and receiving of feedback.

Invest in the professional learning of leaders and
potential leaders with an obligation of sharing the new
learning with colleagues.
Complete and productively utilise all the new learning
spaces.
Actions:

Ensure the $5 million additional Building Futures funding
is secured and the development of Stage 2 of the master
plan goes ahead in the next two years.

Investigate the implementation of a VET Hospitality
program to better utilise the commercial food technology
facility.

Investigate the introduction of a VET Aviation program.

Extend the utilisation of new facilities by community
groups and hirers.
Use the SSP and AIPs as a guide for linking staff
professional learning and development plans to school
priorities.
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Actions:

Require staff to demonstrate how they have used data to
improve their practices and student outcomes.

Ensure that staff professional learning and development
plans are regularly reviewed and that the investment in
their professional learning is linked to the school’s
strategic directions.
Manage finances to work within the Student Resource
package (SRP) and other income.
Actions:

Rationalise and re-structure Education Support positions
across the school.

Condense the number of STAR groupings to better
reflect student enrolments.

Continue the practice of optimising staff allocations and
class sizes.
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4.
Registration Requirements: Summary Statement
Ashwood College
Signature of Reviewer:
Date: 28/08/2014
Name of reviewer: Dr Gaell Hildebrand
Registration requirements to be met by all Government schools
Is the registration
requirement met?
SCHOOL GOVERNANCE






Democratic principles
Structure
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
Evidence provided to VRQA by the Department
Yes
Evidence provided to VRQA by the Department
ENROLMENT



N/A
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






Yes
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)
Monitoring and reporting on students’ performance
Evidence provided to VRQA by the Department
STUDENT WELFARE
Student welfare
 Student Welfare policy and procedures
 Bullying and Harassment policy and procedures
Student safety
 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
Yes
Yes
Yes
Yes
DISCIPLINE
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

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
community
Yes
ATTENDANCE MONITORING
 Attendance monitoring
 Attendance register
Evidence provided to VRQA by the Department
Evidence provided to VRQA by the Department
STAFF EMPLOYMENT
Teachers’ requirements
 Register of all teachers with name, VIT registration number and category
Compliance with Working with Children Act 2005
 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
Yes
Yes
SCHOOL INFRASTRUCTURE
 Buildings, facilities and grounds
 Educational facilities
Evidence provided to VRQA by the Department
Evidence provided to VRQA by the Department
OTHER REQUIREMENTS
Information about school performance
 Registration of an additional year level or campus
 Changing a school type or location
Evidence provided to VRQA by the Department
Applicable only when required
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
 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
Yes
Student records and results
 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
 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
 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
Yes
Yes
Yes
If you require support regarding the minimum standards:
 email school.reorganisation@edumail.vic.gov.au, or
 telephone the Department of Education and Early Childhood Development on 9947 1854, or
 contact your Senior Advisor.
If you would like examples of further evidence to supply please see: VRQA registration requirements for Victorian Government Schools.
* The Victorian Registration and Qualifications Authority (VRQA) has registered the following schools as Specific Purpose schools:








Austin Hospital School
Avenues Education
Blackburn English Language School
Collingwood English Language School
Croydon Community School
Distance Education Centre Victoria
John Monash Science School
Kensington Community High School








Lynall Hall Community School
Noble Park English Language School
Sovereign Hill School
Sydney Road Community School
The Alpine School
Travancore School
Victorian School of Languages
Western English Language School
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