The Secret Sauce of School Success: Beyond Rankings and Band Scores
There’s something deeply inspiring about schools that defy the odds and transform themselves into powerhouses of learning. The recent NSW Education Department analysis highlighting the state’s most improved schools in the 2025 HSC isn’t just a list of numbers—it’s a story of resilience, innovation, and the power of human connection. Personally, I think what makes this particularly fascinating is how these schools are rewriting the narrative of what it means to succeed in education. It’s not just about band sixes or league tables; it’s about creating environments where students feel seen, supported, and challenged to grow.
Take Blakehurst High, for example. When Violetta Duvnjak, a 16-year-old from New Zealand, walked into the school, she immediately sensed something different. She described it as a place where teachers actually want to be. This might sound like a small detail, but in my opinion, it’s the foundation of everything. If educators are passionate and present, students are more likely to engage. Principal Kylie Rytmeister’s approach—standardizing routines, using data collaboratively, and fostering a culture of laughter and connection—is a masterclass in holistic education. What many people don’t realize is that academic improvement often starts with emotional and social well-being. Rytmeister’s focus on making students feel connected to their school isn’t just feel-good rhetoric; it’s a strategic move that pays dividends in the classroom.
One thing that immediately stands out is the emphasis on small, intentional changes. The introduction of quick “do-now” tasks at the start of lessons, for instance, seems simple, but it’s transformative. Year 12 student Ethan Middleton’s experience highlights this: he went from feeling confused at the beginning of class to being actively engaged. If you take a step back and think about it, this is about more than just time management—it’s about shifting the mindset of both students and teachers. It’s a reminder that even minor adjustments can create a ripple effect of improvement.
Kingswood High School’s story is equally compelling. Principal Adam Forbes has been on a mission to lift expectations and increase senior curriculum time. What this really suggests is that academic success isn’t just about what happens in the classroom; it’s about setting a culture of ambition. Forbes’s focus on continuous feedback and high-quality work is a testament to the idea that students rise to the level of expectation we set for them. From my perspective, this is where many schools falter—they underestimate the power of believing in their students’ potential.
Maitland High School’s approach is another standout. Their personalized learning plans and teacher mentors show that adaptability is key. Relieving principal Melissa Schatz’s insight that “schools change” is spot on. There’s no one-size-fits-all blueprint for success. What works for one cohort might not work for another, and the ability to pivot and adjust is what separates good schools from great ones. This raises a deeper question: How can we scale this kind of flexibility across the entire education system?
Glenwood High School’s strategy of starting HSC preparation in Year 7 is both bold and practical. By ensuring foundational literacy and numeracy early on, they’re setting students up for long-term success. A detail that I find especially interesting is their use of a specialized English teacher to assess the literacy demands of each subject. It’s a recognition that, ultimately, exams are written assessments, and students need to be proficient communicators across disciplines. This isn’t just about teaching to the test—it’s about equipping students with skills they’ll use for life.
What’s most striking about these schools is their focus on the human element of education. Yes, data and standardized routines play a role, but they’re tools, not the end goal. The real secret sauce is creating a culture where students feel valued, teachers feel supported, and learning is a collaborative endeavor. In my opinion, this is what the education system as a whole needs to prioritize. We’ve spent so long obsessing over rankings and band scores that we’ve lost sight of what truly drives improvement: relationships, adaptability, and a shared sense of purpose.
If there’s one takeaway from these success stories, it’s this: education isn’t just about what happens in the classroom—it’s about the environment we create around it. Personally, I think the most improved schools aren’t just improving academically; they’re redefining what it means to educate. And that, in my opinion, is the most exciting development in education today.
