Our school

Located 600 km east of Perth, Kalgoorlie-Boulder Community High School was opened in 2006 and proudly provides a full range of lower secondary courses to approximately1000 students in Years 7 to 10. The school caters for students from a diverse range of socio-economic and cultural backgrounds.


In February 2012 Department of Education, Regional Executive Director Mr Larry Hamilton made the following statement in relation to Kalgoorlie-Boulder Community High School.

“The school has made significant changes in a relatively short period of time. I think that there are some lessons for other schools in what has been achieved at Kalgoorlie-Boulder Community High School and I am looking forward to those things being identified in a formal review of the school’s progress. I would like the reasons for their success to be identified so that I can help other schools make similar changes.”

Prestigious award

Also in February 2012 the school received the Kalgoorlie-Boulder Chamber of Commerce and Industry Special Commendation Award. The wording on the award is as follows:

“It is with considerable satisfaction that the Kalgoorlie-Boulder Chamber of Commerce and Industry commends all associated with Kalgoorlie-Boulder Community High School in your outstanding efforts to raise the profile of the school to new and exciting levels of excellence. You have provided an outstanding example of what a proud school can achieve with a total commitment to an agreed objective”

This is a prestigious award and Special Commendation Awards are rarely given out by the Chamber.


In March 2012 the Department of Education’s Expert Review Group conducted a comprehensive inquiry with a focus on Leadership, Learning Environment and Relationships. The inquiry involved –

  • A thorough and rigorous desktop examination of the data related to the schools performance.

  • The co-option of additional review team members with specialist relevant knowledge and skills.

  • A two day school visitation at which 55 staff, students and community members were interviewed.

The review made the following findings.


  1. Unified direction and purpose are provided by the core values established for the school. They are clearly reflected in the ethos, daily conversations and general school organisation.

  2. Commitment and unanimity of leadership is in evidence, resulting in a significant degree of trust in leaders from staff. Roles and responsibilities are clearly delegated and understood.

  3. The performance management process is contextually strong and well accepted from staff.

  4. The environment is organised and managed efficiently with school policies accounting effectively for the local context.

  5. A solid foundation has been laid by leaders for future strategic direction.

Learning Environment

  1. Staff and students welcome the explicit whole school approach to behaviour management.

  2. The principal has clearly articulated sanctions for inappropriate behaviours. Staff have confidence in the support of leaders through timely follow up and follow through regarding issues of misbehaviour.

  3. Communication and cooperation between staff involved at different levels of intervention in behaviour is welcomed. This is particularly evident between Student Services Coordinators, Heads of Department and the Deputy Principals.

  4. The restorative practice model has been adopted to deal with behavioural infractions. This model is in keeping with the principles of the “Classroom Management Strategy” training undertaken by the majority of staff and in firmly embedded in school practice.

  5. The school has worked hard to create an attractive physical environment to support and encourage learning.

  6. A strong collegiate culture has been established to encourage a calm and orderly learning environment.

  7. The pastoral care focus of the school is well entrenched. Staff care for students.


  1. The school environment is orderly and mutual respect leading to positive relationships is evident at all levels.

  2. Staff are highly collegiate and demonstrate a supportive approach to professional and social relationships. They readily engage in conversations about their practices.

  3. Conflict is resolved in a timely manner. This has resulted in improved relationships within the school and with community partnerships.

  4. Communication processes effectively disseminate school policies and operational imperatives.

  5. There has been a significant improvement of the public perception of the learning environment at Kalgoorlie-Boulder Community High School in recent years.