The annual list of schools with the best VCE results doesn’t change much from year to year. Almost invariably, the same handful of high-fee private schools and select-entry government schools top the yearly league table.

Those schools’ ability to excel year after year is impressive, but no surprise given they generally have more resources, advantaged students with educated and engaged parents, smaller class sizes and an ability to attract excellent teachers through higher salaries.

Templestowe College principal Peter Ellis with students. It’s the winner of the Schools that Excel series for government schools in Melbourne’s east.Credit:Joe Armao

For four years, The Age’s Schools that Excel project has sought to shine a light on a wider range of schools that might not top the state’s lists, but which nevertheless have achieved outstanding improvement in their results over time.

The series draws on 10 years of VCE data to tease out academic success stories that might not be evident from one year’s results.

Our winners are as diverse as Victoria itself: there are wealthy schools, disadvantaged schools, maverick schools, large and small schools, religious and non-denominational schools.

But common threads can be found in how these schools have improved.

High expectations

Achievement doesn’t always mean the same thing at our winning schools, but all of them have a culture of high expectations.

At the Islamic College of Melbourne, students can choose between three academic streams: the VCE, International Baccalaureate, or vocational education and training.

But all must adhere to a behavioural code that respects every other student’s right to learn, or face disciplinary consequences.

At Bayside P-12 College in Newport, VCE students are encouraged to stick with the pathways they selected in year 10, even when the going gets tough.

Bayside college senior campus principal Milan Matejin (centre) with year 11 student Mia Molloy, senior teacher Sam Levy, year 11 student Cal Watkins and year 12 student Fatima El Haouli.Credit:Jason South

“We make it hard for our students to leave programs that they initially joined, and the reason for that is, we are constantly challenging them,” senior campus principal Milan Matejin said.

“Sixteen is still a young age whether they think so or not, and we are asking them to choose life.”

Student agency

Successful schools give students freedom to pursue their passions, rather than try to fit them into a mould.

Specialist senior school Northern College of the Arts and Technology attracts students who are driven to work in one field, such as visual arts, dance, or a trade. Many enrol because they have been frustrated by their previous school’s inability to support them.

”We’ve had students who were disengaged at their last school. They weren’t going, and their attendance was pretty poor. Then they’ve come here, and their attendance goes back to normal,” principal Raffaela Galati-Brown said.

But the school also offers general VCE subjects and has made a concerted effort over the past decade to improve its results in those subjects. The effort has delivered a lift not just in academic results, but in arts and technology subjects, too.

Strong relationships between teachers and students

At Ivanhoe Girls’ Grammar, teachers don’t badger students about their homework.

A relationship of trust exists, where it’s assumed that students are equally invested in getting the most out of themselves.

But the approach is far from hands-off. Indeed, it is demanding. One-on-one tutoring sessions at lunchtime and private lessons are par for the course.

A willingness to change

Seven years ago, St Joseph’s College, Echuca, was unhappy with its results, so staff took on the challenge of being better.

This included further study, collaboration with other schools, and taking on the work of being VCE exam assessors.

St Joseph’s College Echuca is the winner of The Age’s Schools that Excel series for non-government regional schools this year. Principal Anne Marie Cairns with some of her students.Credit:Jason South

Principal Anne Marie Cairns said there was a hunger for improvement among teaching staff, who were willing to change their own working methods to better prepare students for VCE, including shifting from year 12 to younger year levels.

Similarly, Templestowe College was once a struggling school, outshone by its neighbours, with below average VCE results and shrinking enrolments.

The school took a huge gamble, giving its students licence to reject the ATAR entirely, and focus on their passions without worrying about academic results. The experiment rejuvenated the school, which is now growing rapidly and, perhaps ironically, achieving better results.

Jordana Hunter, education program director at the Grattan Institute, says it should not be underestimated how difficult it is to change a school. Principals, teachers and the broader school community all need to be on board.

“Change doesn’t just happen,” Hunter said. “Improvement will always require hard trade-offs, but it’s worth it in the end to boost student outcomes and make teaching more rewarding.”

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