D21/0255096
Manjimup Senior High School
Public School Review
May 2021
PUBLIC SCHOOL REVIEW Purpose All Western Australian public schools are reviewed by the Department of Education’s Public School Accountability directorate. A review gives assurance to the local community, the Minister for Education and Training and the Director General about the performance of public schools in delivering high quality education to its students. The review acknowledges the achievements of the school and gives feedback to support the Principal and staff with their improvement planning. Initially conducted on a three-year cycle, subsequent reviews are determined to occur on a one, three or five-year timeframe. The Principal provides the review team with a self-assessment of the school’s performance based on evidence from the school. Information to be validated by the review team is considered before and during the school visit. This forms the basis for the school review report and determines when the next review will occur. The report is provided to the Principal, the Chair of the School Council/Board and the regional Director of Education.
Expectations of schools The Statement of Expectation (Statement) makes clear and public the expectations and responsibilities of schools and the Department in student achievement and progress. The Statement is between; the Department of Education, represented by the Director General; the school, represented by the Principal; and is noted by the school council/board, represented by the Chair. The Statement sets out the expectations of Principals in relation to the delivery of the 2020-2024 strategic directions Every student, every classroom, every day, and Building on Strength. The Statement will underpin each school’s strategic planning and self-assessment and will form part of the school’s Public School Review, as well as the Professional Performance Review of the Principal.
Public School Review – The Standard A Standard has been developed across the domains of the School Improvement and Accountability Framework to describe essential indicators of performance. The selection of the indicators is based on literature research and historical reviews of school performance in Western Australian public schools. The purpose is to better ensure that judgements about student performance are standardised and objective. Indicators describe what is evident in schools functioning ‘as expected’ within each domain. The Standard defines the expected level of school performance. Judgements are made in relation to the Standard. External validation is also based on evidence presented relating to the Standard.
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Context Manjimup Senior High School opened in 1957 as a secondary school for students graduating from the local primary school. It is located approximately 300 kilometres south of Perth within the Southwest Education Region. Students are enrolled from intake primary schools and surrounding schools with lower-secondary enrolments, including Bridgetown High School and Nannup, Northcliffe, Pemberton and Boyup Brook District High Schools. There are 598 students currently enrolled from Year 7 to Year 12. Manjimup Senior High School has an Index of Community Socio-Educational Advantage of 977 (decile 6). Considerable resources have been expended recently in building facilities that include specialised classrooms and a Trade Training Centre. As a Registered Training Organisation, the school provides a broad scope of nationally accredited training packages. Set amongst expansive lawns and gardens, the school offers specialist sporting programs in Elite Football and Girls Netball Focus, while the Bushranger Cadets provides a unique extra-curricular activity for students interested in the environment. Academic, vocational training and sporting success is part of the tradition at Manjimup Senior High School, which became an Independent Public School in 2012. In an education cluster with the co-located Manjimup Primary School and Manjimup Education Support Centre, together with East Manjimup Primary School, the school benefits from various educational opportunities across the group. Strong community support is demonstrated through the active Parents and Citizens’ Association (P&C) and dedicated School Board. The School Board, broadly representative of the school and community, provides a proactive and constructive role in governance to school activities. This is complemented by the work of the Manjimup Education Visions Committee, which is comprised of senior representatives from key government agencies within the broader Manjimup community.
School self-assessment validation The Principal submitted a comprehensive school self-assessment. The following aspects of the school’s self-assessment process are confirmed: A culture of reflection and continuous improvement provided a solid foundation for the Public School Review. The Electronic School Assessment Tool (ESAT) submission included a summary account of the current school context, planning priorities and student and school performance. The process of preparing for the Public School Review provided an opportunity to reflect on school performance, what is being accomplished, and how to plan for the future. Staff demonstrated an understanding of the value in aligning planning and interventions in school operations to enhance the school's commitment to its vision of high expectations. Given the recent change in leadership, the embedded planning practices allowed honest engagement of staff with the review process. A cross-section of school leaders, teachers, allied professionals and parent and community representatives elaborated on the evidence described in the submission, during the validation visit.
The following recommendation is made: Ensure the selection of evidence for future ESAT submissions provides the best support for judgements made to help shape the current school narrative.
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Public School Review
Relationships and partnerships
Evident in the connected work of the school and broader community is a shared commitment to meaningful relationships and partnerships to optimise educational provision and meaningful student pathways.
Commendations
The review team validate the following: Survey data reflects a positive outlook by students and staff. Students state that they feel supported, have a wide array of opportunities and that staff are respectful and have high expectations of them. A culture of collaborative planning and sharing is embedded. The introduction of the Health and Wellbeing committee is a positive influence in enhancing the dynamic work environment. The strong community connection to the school is enriched through opportunities for parents and community members to engage in events such as parent nights and the biennial Open Day. School community feedback indicates satisfaction with the overall standard of education at the school. Staff engage willingly in committees that represent part of the fabric of the collaborative school culture. These include: Workplace Advisory, Workplace Health and Safety, Literacy, Timetable, Finance, Health and Wellbeing and Farm Advisory committees. Mutually constructive and sustainable relationships and partnerships have been established with individuals, businesses and institutions to benefit students and the school.
Recommendation
The review team support the following: Continue to foster a culture of ‘pride’ through the provision of activities and events that promote student belonging and celebrate the successes of staff and students.
Learning environment
A calm and orderly learning environment maximises student engagement. Preventative and responsive programs have been implemented and support committed staff in addressing student needs.
Commendations
The review team validate the following: A range of pathways optimise the conditions for student success. In addition to academic and vocational offerings, Big Picture Academy and Aspire provide inclusive pathways for students experiencing barriers to engagement in mainstream schooling. Student health and wellbeing is enhanced through student services personnel and the opportunities they provide, including: wellbeing events; Breakfast Club; RISK1; and mentoring activities. The needs of students at educational risk are supported through case management processes to ensure individual and group education plans and interventions are implemented and monitored effectively. Student attendance rates are consistently higher than like school comparisons. Processes to monitor and address barriers to regular attendance are well established and effective. An ongoing commitment to add value to the student learning experience by improving school aesthetics, is evidenced by the day-to-day maintenance of the grounds and the presentation of classrooms. Staff and students demonstrate a robust sense of belonging to the school, fostered by engagement in a range of opportunities such as Bushranger Cadets, Country Week, Gala Day and the Student Executive Team.
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Leadership
Longstanding and strategic school leadership has provided a structured, collaborative and predictable environment to support a focus on business plan priorities and optimise student development. There is a solid foundation for rejuvenation under the guidance of the new leadership team.
Commendations
The review team validate the following: The school vision, informed by the ‘principles’ that underpin it (Learning, Relationships, and Parents and the Community), is pursued enthusiastically by staff and students. Change is undertaken in an informed and collaborative manner, sensitive to the capabilities of all involved. Staff are supported through demonstrations, professional learning and timely interventions. An embedded culture of high expectations and standards is linked to high levels of academic rigour and well-entrenched practices of moderation. Effective school planning is characterised by engagement of all staff in the process, together with the review and analysis of the impact of current strategies, to inform the next cycle. An effective distributed leadership structure at the learning area and committee levels enables informed feedback on school operations. Learning area leaders are recognised as content experts who provide a wealth of curriculum knowledge and support for members of their learning teams.
Recommendation
The review team support the following: Develop succession plans and rigorous recruitment processes to ensure continuity of high standards in curriculum and instructional leadership.
Use of resources
Resource deployment decisions are made with the needs of students as the catalyst. Financial, physical and human resource allocation is aligned to ensure consideration of both current needs and future directions.
Commendations
The review team validate the following: Processes and practices are established for managing financial and human resources effectively. The school Finance Policy documents relevant financial procedures, with the Finance Committee providing effective oversight of management practices. Targeted resourcing enhances the provision of support for a broad range of academic opportunities and pathways, including teaching and learning adjustments to support the needs of identified students. Priorities outlined within the school's strategic and operational plans inform human and financial planning and the budget allocation process, based on historical evidence and current need. Targeted recruitment processes have ensured expertise is available to optimise student outcomes in areas of special need. This is particularly evident with staff in the technologies domain.
Recommendation
The review team support the following: Maintain asset and resource replacement processes to ensure longer-term resource planning is effective and aligned to school strategic planning.
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Teaching quality
Staff demonstrate commitment to ‘Quality Teaching’ through the development of their repertoire of teaching and classroom management strategies, curriculum and content knowledge, and the use of technology.
Commendations
The review team validate the following: Staff collaborate effectively and demonstrate shared beliefs and expectations about what they consider to be their core business of teaching and learning. A common approach to teaching pedagogy is defined by the school’s instructional framework. Informed by professional learning in CMS2, the model promotes safety and accountability in the classroom. Strategies embraced effectively by staff as a result of engagement with Teach Well, target a no opt-out approach with visible strategies to enhance student accountability. Staff use student achievement and progress data to inform class and school planning. Comprehensive analyses provide a strong foundation for targeted intervention at the individual and class level. Established processes for classroom observation, mentoring and coaching have attracted strong support from staff with collective teacher efficacy enhanced through the uptake of this process. Learning areas use a range of in-school and cross-school moderation processes to validate teacher judgements. The Teacher Development School status for Humanities and Social Sciences provides leadership and guidance across the region to support moderation. Staff across the school benefit through the adoption of processes in other learning areas. Recommendation
The review team support the following: Ensure a schedule of ‘industry currency’ visits for vocational education and training staff is built into the term planner for staff who are delivering certificate courses.
Student achievement and progress
Student achievement is consistently strong across the range of academic offerings. Longitudinal data and students’ performance against systemic and school-based targets are analysed by staff to inform planning.
Commendations
The review team validate the following: School means have been above and often well above the like school mean in most assessments in Year 7 and Year 9 NAPLAN3 since 2015. The WACE4 achievement rate in 2020 was higher than the like school and State means. The attainment rate has been above like schools consistently since 2016 and exceeded the public school attainment rate in 2016, 2017, 2019 and 2020 respectively. Average scaled scores for the majority of senior school courses are generally similar to or above the like school mean. Vocational pathways ensure student engagement and success. A high proportion of students complete Certificate II or Certificate III Australian Qualifications Framework qualifications. Meaningful pathways for students, aligned to identified community needs, result in successful outcomes. Analysis of data from NAPLAN and Online Literacy and Numeracy Assessment drives support initiatives implemented by the school. Interventions for identified students include: Aspire, MacqLit and project- based learning.
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Reviewers Brett Hunt Jennifer McMahon Director, Public School Review Principal, Greenwood College Peer Reviewer
Endorsement Based on this report, I endorse the commendations and recommendations made by the review team regarding your school’s performance. Your next school review is scheduled for Term 2, 2024.
Melesha Sands Deputy Director General, Schools
References 1 Risk intervention save kids 2 Classroom management strategies 3 National Assessment Program – Literacy and Numeracy 4 Western Australian Certificate of Education
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