School Review – Part 2

In our previous newsletter (September 2024), I outlined the process for our whole school review. The review process has now closed and outlined below are some of the general comments from our reviewer Peter Fotheringham.

Peter Lalor Secondary College Fieldwork Notes

General themes

Acknowledgment of the powerful and effective work that has been undertaken in the latter stages of the School Strategic Plan period (2022-2024).

An extensive range of targeted strategies and actions, processes and structures that have been put in place, in a relatively short time frame.

These have resulted in a positive climate with strong levels of relational trust among students, staff, parents – generally happy students, staff, & parents. Characterised through observations, data, and fieldwork comments such as:

‘organisational healing’ has happened – staff
‘it’s a community and a school’ – student
parents;

enabled a new start, the school has connected us with outside services
now attending school and getting attendance awards, he wants to be here
a change in her mental health, curriculum is better suited
great, authentic, humans staff, there should be more PLSCs
perseverance is a characteristic

A general/broad sense of direction for the college is evident:

What? – Positive learning and wellbeing outcomes/destinations for students
How? – College as an exemplar of applied learning (a college where students/families choose to enrol) and wellbeing support.
Programs tailored/targeted to individual student needs - pathways

Teaching and learning

Development of the instructional model:

Acknowledgement of the detailed work in establishing and implementing the college instructional model – implementation momentum established.
It has provided a sound basis for effective teaching and learning, a sound basis for the science and art of teaching.
High level of take up by staff.
Evident in curriculum unit and lesson planning documents.
Some different IM stages were evident during fieldwork classroom observations, e.g.

Learning Intentions and Success Criteria
Explicit teaching and modelling
‘I do’ and ‘you do’ observed
Some higher order questioning, and questioning modified when no response received
some scaffolding and differentiation evident, e.g., through workbooks and tasks
some routines established – visual schedule and classroom organisation, classroom agreed values, orderly, calm, on task

Apparent alignment with VCE VM Study Design Outcomes – Key Skills and Knowledge.
Classroom environment orderly with attentive students, high level of safety and supportive/positive relationships evident
Considered essential and positive, the IM has resulted in the curriculum being tightened up as moved from VCAL to VCE VM, clearer directions, accountability

Professional learning

Targeted professional learning – ‘investigating what good teaching practice with our students’ is’
Induction – staff felt well supported
‘peer observation process and cycle to consolidate HITS, HIES, HEWS and UDL principles into the observation process and through the lesson plan templates to direct teachers back to the IM’
PLCs introduction resulted in enhanced collaboration and data analysis (PAT)
Taking full advantage of VCAA PL opportunities
Restructure designed to have more than one teacher for a Study at a Year/Unit Level – to enhance collaborative learning and development

Leadership

Acknowledgement of the positive and supportive leadership approach and actions

All of the above (and following commentary) attributed to college leadership – universal agreement by students, parents, and staff

In addition to being strategic, leadership was characterised by visibility, approachability, and personability.

Clear evidence of the two FISO leadership dimensions:

The strategic direction and deployment of resources to create and reflect shared goals and values; high expectations; and a positive, safe and orderly learning environment
Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core

Assessment

FISO dimensions:

Systematic use of data and evidence to drive the prioritisation, development, and implementation of actions in schools and classrooms.
Systematic use of assessment strategies and measurement practices to obtain and provide feedback on student learning growth, attainment and wellbeing capabilities

Engagement

FISO dimensions evident – through leadership visibility and approachability

Student voice, agency and leadership – evident, and it tends to occur outside of the classroom (e.g., ‘greenshoots’, RUOK day, PDS fundraising day…) , or as choice within the classroom (e.g., you choose from three things).

Attendance

Improved attendance – still a challenge for some

Tiered interventions including

change structure of week (e.g., 3 days VM, 2 days other),
home groups,
follow up processes,
awards
individual student profiles

Support and resources – student wellbeing

Home groups, Year 12 camp, … , mentoring/ ‘authentic’ buddying – create more authentic opportunities to establish peer relationships (orientation days, sports and clubs, Year 12 camp, whole school activities, …)

Facilities – new purpose built buildings have promoted strong climate and environment

PRSE highlight re new buildings – ‘This has helped the school develop a positive climate for learning and students taking pride in their learning environment.’

Partnerships

High levels of activity and engagement:

VET local schools partnership
network meetings
respectful relationships network cluster
Whittlesea principals COP
Wellbeing:

Wellbeing team and MHS practitioner reaching out to external agencies
Men’s project
Coffee with a cop
Lunch with a lawyer

Where to next?

Our next steps are to develop our new strategic plan (SSP) for 2025-2028. A snapshot of the overarching goals are as follows:

Goal 1. Improve learning outcomes for all students

Rationale

Peter Lalor Secondary College PLSC) is a registered Senior Secondary provider. It provides the Victorian Certificate of Education Vocational Major (VCE VM) program to Year 10 to 12 students.

The student learning goal was designed to incorporate high standards of learning for each student, regardless of the individual’s starting point, within the VCE VM program.

Targets 1.1 and 1.2 are suggested as a measure of success for PLSC students – completion of the VM senior secondary qualification and achieving successful post-school outcomes and destinations.

Target 1.3 is proposed as a measure of successful student preparation for post-school life.

The panel also recommended strategies designed to achieve the goal and targets through building on the momentum already established – through strengthening implementation of the college instructional model, applied learning, and capability in assessing student learning.

Targets
1.1	Increase the percentage of Year 10 to 12 students exiting to further education/training and/or work from xx% in 2024 to xx% by 2028 (benchmark and target percentages to be established based on 2024 data).
1.2	Increase the percentage of eligible Year 12 students who complete VCE VM from 82% in 2023 to 90% by 2028.
1.3	Increase the percentage of Year 10 to 12 students responding positively the Attitudes to School Survey (AtoSS) school stage transitions factor from 61% in 2024 to 70% by 2028.

Key improvement strategies (KIS)		FISO 2.0 core element(s)
1.a	Strengthen implementation of the college instructional model.	Teaching and learning
1.b	Strengthen the curriculum to embed the principles of applied learning.	Teaching and learning
1.c	Enhance school capability to use assessment and evidence of learning to inform teacher practice.	Assessment

Goal 2. Improve wellbeing outcomes for all students

Rationale

It was evident to the review panel that Peter Lalor Secondary College had implemented a range of strategically designed initiatives that had promoted strong positive relationships and high levels of student wellbeing.

These have resulted in a positive climate with strong levels of relational trust among students, staff, parents – generally happy students, happy staff, happy parents

The panel suggested that this focus be continued, incorporated into the new SSP in the form of a goal that highlighted student wellbeing. The goal’s intent is to ensure students are ‘thriving and flourishing’ in their school lives, and in general.

Suggested targets 2.1 to 2.3 use factors contained in the student Attitudes to School Survey to measure goal attainment. The factors represent student characteristics and capabilities that represent elements of thriving and flourishing. Target 2.4 focuses on achieving high levels of attendance.

The recommended key improvement strategies are intended to build on existing college strengths and support the attainment of the goal.

Targets
2.1	Increase the percentage of Year 10 to 12 students responding positively to the student Attitudes to School Survey (AtoSS) learner characteristics and dispositions domain factors: attitudes to attendance from 66% in 2024 to 74% by 2028 motivation and interest from 53% in 2024 to 61% by 2028 self-regulation and goal setting from 49% in 2024 to 57% by 2028.
2.2	Increase the percentage of Year 10 to 12 students responding positively to the student Attitudes to School Survey (AtoSS) social engagement domain factors: sense of connectedness from 62% in 2024 to 70% by 2028 student voice and agency from 50% in 2024 to 58% by 2028.
2.3	Increase the percentage of Year 11 and 12 students responding positively to the student Attitudes to School Survey (AtoSS) teacher-student relations domain factors: effort from 68% in 2024 to 76% by 2028 teacher concern from 65% in 2024 to 70% by 2028.
2.4	Increase the Year 10 to 12 attendance rate from 80.5% in 2023 to 85% by 2028.

Key improvement strategies (KIS)		FISO 2.0 core element(s)
2.a	Develop and implement a whole school tiered model to strengthen student attendance and wellbeing.	Support and resources
2.b	Strengthen pathways through the school that promote positive outcomes for students.	Engagement

These goals, and targets will be the focus of our work over the next 4 years. When our new SSP has been developed and endorsed by our SEIL, we will discuss these goals and targets in more detail.

The panel acknowledged the powerful and effective work that has been undertaken in the latter stages of the School Strategic Plan period (2022-2024), and an extensive range of targeted strategies and actions, processes and structures that have been put in place, in a relatively short time frame. These have resulted in a positive climate with strong levels of relational trust among students, staff, parents – generally happy students, staff, & parents. We will continue to build on the strong work of our leadership team, our middle leaders, our teaching and ES staff as we endeavour to ensure the school is well led.

I hope all families of the PLSC community have a restful and enjoyable break over the summer holiday period.

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