Principal Team News
Rhys Doyle
Thank You
What a massive year at our school! Full of so many incredible achievements and accomplishments and collective efforts by our students, our staff and our families/carers. As we sign off on the 2025 school year, I wanted to take a moment to acknowledge the support that we have enjoyed over the course of the year.
Students
Thank you to our wonderful students, whether they have joined us for the first time this year, moved a year further in their secondary schooling or have just finished their schooling, we are collectively incredibly proud of what they achieve each and every day. We are often taken aback by their curiosity, their creativity, their kindness and their optimism. They are a great reflection of our school and our school community. I have appreciated seeing them grow, develop and shine over the course of the school year. Congratulations on all that you have achieved this year!
Families/Carers
My sincere thanks to our families/Carers for their support of our school and our staff over the course of the year. Thank you for contributing to our school community and for helping us achieve so much over the course of the year. To our families that are moving on from the school, I acknowledge your support and wish you all the very best for your journey ahead.
Staff
I am privy to so much positive feedback and recognition provided to me about our staff, it leaves me very much aware of the esteem that you hold them in and the due recognition that they should receive for the work that they lead in our classrooms and around our school.
Farewell to the Class of 2025!
Early this term the school community came together to celebrate the KCHS Class of 2025. Thirteen remarkable young people who have shown resilience, growth and community spirit throughout their time at our school. Many began high school during the COVID lockdowns, learning from kitchens and lounge rooms across Melbourne, yet they adapted, reconnected and helped rebuild the strong sense of belonging that defines KCHS. Throughout their middle and senior years, this cohort led creative projects, supported their peers, contributed to school events, and left a lasting mark through their leadership, humour, artistry and kindness.
As we farewell our Year 12’s, we also acknowledge the families who have supported them and the staff who have guided them along the way. The Class of 2025 finishes their schooling with pride, confidence and a strong foundation for whatever comes next, whether further study, work, training or new opportunities. We wish each student every success and thank them for the joy, energy and heart they have brought to KCHS. Congratulations to the Class of 2025.
Farewell
Farewell, Martha. Martha joined us as a student social worker and this year came onboard as a classroom education support while completing her degree this year. Martha what a year you've had, supporting student with their learning while tirelessly supporting the disability inclusion process. Thank you, Martha.
Farewell, Anne. Anne joined us two years ago with 25 years of teaching experience. She has been an amazing English teacher in the senior year levels and important part of changing our school culture through her professionalism and role modelling. She been a mentor to many students and staff including myself always offering to listen and provide thought advice. Enjoy retirement and thank you, Anne.
Farewell, Peter Davis. Peter will be retiring this year after working at KCHS for 36 years, and more than 45 years in Victorian government schools overall. Peter, you are what makes KCHS special; through your care, your compassion, and the way you look after everyone in our school community. We will miss your terrible dad jokes, your warmth, and your steady presence. We celebrated Peter on the last Monday of the school year hosting a lunch for students and staff to acknowledge Peter’s service to the school. Peter, we wish you all the very best in retirement.
School Review
Kensington Community High School has completed our School Review during Term 4. Once every four years, a review is conducted in every government school.
A school review evaluates progress, celebrates success and looks for further opportunities for improvement.
A panel for the Review, that represented the school community, was formed to guide the process.
School Review Panel Members
Rhys Doyle (Principal)
Corey Jewell (Senior Education Improvement Leader)
Megan Retallick (Assistant Principal)
Adam Rompel (Assistant Principal)
Jack Forbes (Junior School Leader)
Tayba Dib (Senior School Leader)
Katie Archibald (Co Principal - Travancore School)
Tess Abbottsmith Youl (Co Principal - Sydney Road Community School)
Ralph Gotlib (Principal - Bindjiroo Yaluk Community School)
Emma Richardson (Valad Solutions - School Reviewer)
The school review had three field days where the panel visited classrooms, met with staff and parents. From the field days the panel drafted the two new strategic goals and four key improvement strategies.
Goal 1 – Optimise the learning growth of all students.
Key Improvement Strategies:
1a. Establish consistent, whole-school implementation of curriculum planning.
1b. Embed and refine the school’s responsive teaching model and instructional practices aligned to the Victorian Teaching and Learning Model (VTLM 2.0)
1c. Develop, implement and monitor rigorous assessment practices based on high expectations of all learners.
1d. Maximise the implementation and impact of targeted literacy and numeracy interventions.
Goal 2 – Optimise student wellbeing and engagement.
Key Improvement Strategies
2a. Align high expectations for learning and relationships with the renewed KCHS identity, vision and values.
2b. Strengthen and embed the whole-school Multi-Tiered System of Support (MTSS).
2c. Enhance structures, processes and resourcing which enables exploration and development of comprehensive pathway options and senior secondary programs.
2d. Support and build staff capacity and collective efficacy.
Alongside the review process, the community schools’ principals met with the Department of Education to discuss our schools’ classification, which has been change to a Designated Purpose Setting. We have met regularly to agree upon our definition:
Designated Purpose Settings:
Community Schools are government schools that provide a positive choice additional to designated neighbourhood schools:
- in a smaller setting;
- with high expectations for both learning and relationships; and
- with strong connection between school, students, families, and community.
Thank you to everyone who has contributed towards the school review process. The School Leadership Team will complete our new School Strategic Plan and Annual Implementation Plan at the start Term One next year.
Vision, Values and Mission
We’ve met regularly with staff and held student/parent/carer forums to discuss our own vision and values moving forward. During these meetings, we have been reflecting on what makes Kensington Community High School such a special place for young people. A key theme that emerged was the importance of creating the conditions for students to handle challenges and continue to grow. The staff discussed the importance of creating a supportive environment to build resilience. When schools create the conditions for strong relationships, success, independence and contribution, students are better equipped to manage setbacks, regulate their emotions and thrive in learning and life.
This aligns closely with the work of resilience researcher Emmy Werner, her landmark Kauai Longitudinal Study found that young people facing significant adversity can thrive when they experience protective factors such as strong relationships, opportunities for success, personal autonomy, and caring adult mentors. These strengths-based conditions enabled one-third of high-risk children to grow into capable, confident, and compassionate adults.
The Circle of Courage resilience model translates these evidence-based protective factors into four universal developmental needs:
Belonging – mirrors Werner’s finding that warm, stable relationships are the strongest predictor of resilience.
Mastery – reflects the importance of skill-building, competence, and opportunities to experience success.
Independence – aligns with the autonomy, decision-making, and self-regulation seen in resilient young people.
Generosity – echoes Werner’s observation that resilient individuals develop empathy and contribute positively to others.
By embedding these four pillars into school culture, routines, and teaching practice, schools create the conditions shown by Werner to foster resilience. Particularly for students who have experienced trauma, disruption, or marginalisation. This strengths-based approach shifts the focus from “what’s wrong” to “what’s strong,” ensuring all students feel connected, capable, empowered, and able to contribute.
As part of our School Review, we have reflected on the growth and positive change at KCHS over the past decade. Our current CARES values: Community, Achievement, Respect, Effort and Safety have guided our culture and remain central to who we are.
Our revised vision and values will honour this. They reflect our identity as a small, community-focused school where every student is known, cared for and challenged. This includes helping students learn to manage their own wellbeing, build confidence in their learning, and contribute positively to our school community.
Our why:
We empower every student with the resources to achieve their potential and thrive in future pathways.
Our what:
Every student discovers their potential to learn, understand and manage their wellbeing and positively impact their community.
Our how:
Belonging - We create a community where everyone belongs
Mastery - Progress is celebrated
Agency - Students have voice, choice, and influence in their learning
Generosity - We use our strengths to support others, build community, and make a positive impact.
Other values:
Independence and Empowerment
As part of this re-imaging, we are exploring an update to our school logo. The Kensington Clock Tower, located in the middle of our courtyard, has emerged as a symbol truly unique to KCHS. It sits at the heart of our school. The place where we gather each day and strengthen our sense of community.
We will continue to refine our vision and values early next year. We will hold forums during Term One to ensure they reflect our whole school community.
2026 Pastoral Group Teacher
Year 7 - Pink Group: Ricky
Year 8 - Blue Group: Milton & Georgia
Year 9 - Yellow Group: Trish & Deborah
Year 10 - Red Group: Mark & Brett
Year 11 - Green Group: Massimo & Maddy H
Year 12 - Purple Group: Vincent & Tynan
Reading Intervention: Jack B
Year 7 – 9 Engagement Program: Jack F
Year 10 – 12 Engagement Program: Jack G
Junior School will be supported by Jack F
Senior School will be supported by Tayba
Wellbeing Team
Wellbeing Leader: Madeleine
Senior Wellbeing / Pathways: Marie
Junior School Social Worker: Dexter
Psychologist: Yvonne
Student Free Days – 2026
Term One
Tuesday 27th January - Curriculum Day
Wednesday 28th January - Curriculum Day
Thursday 29th January - Student Support Group Meetings
Friday 30th January - Student Support Group Meetings
Thursday 12th February - Curriculum Day – Restorative Journeys (Staff)
Friday 13th February – Family/Carer Forum – Restorative Journeys
Thursday 19th February - Student Support Group Meetings
Term Two
Tuesday 28th April - Curriculum Day
Thursday 14th May - Student Support Group Meetings
Monday 18th May - Report Writing Day
Term Three
Tuesday 21st July - Curriculum Day
Thursday 6th August - Student Support Group Meetings
Term Four
Monday 2nd November- Report Writing Day
Thursday 12th November - Student Support Group Meetings
Friday 11th December - Curriculum Day
For one final time this year, thank you for your significant contributions to our school over the course of the year, I have greatly enjoyed sharing with you our achievements, your support of your children and our staff. I wish you all the very best over the holiday period, enjoy the family time, some downtime and an opportunity to be with loved ones, family and friends.
I look forward to reconnecting with you in the new year.
My Thanks,
Rhys Doyle
Principal
References
VTLM 2.0 https://www2.education.vic.gov.au/pal/victorian-teaching-learning-model/policy