In the heart of Ipswich’s fast-growing corridor, Bellbird Park State Secondary College is making headlines for all the right reasons. Despite being one of Queensland’s newest secondary schools, it is already raising the bar for what successful inclusive education looks like.
In August, the school was recognised on the national stage for its successful approach to First Nations learning, taking out Best First Nations Education Program at the Australian Education Awards 2025. Just weeks later, the school was showcased as one of Australia’s 5-Star Best Schools.
At the heart of this success, says Executive Principal Michael West, is the firm belief that culture is not an add-on, but central to identity, belonging and learning.
“We set out to create a school where First Nations students feel seen, valued, and proud, and where all students develop a deep respect and understanding of Aboriginal and Torres Strait Islander histories, cultures and perspectives,” West told The Educator.
“This means genuine partnership with community, listening before acting, and embedding culture into the daily life of the school – in curriculum, language, ritual, artwork, and leadership opportunities. Our goal has always been to ensure all students feel they belong here, and that this is their school.”
A shared language
The school’s fully co-designed and co-taught First Nations Language program – forged through a partnership with the Wirrinyah Gurrung Aboriginal and Torres Strait Islander Corporation – has been instrumental to that sense of belonging.
The Yagara Language Program – taught by school staff alongside Traditional Language holders – gives Year 7 and 8 students the chance to learn Yagara, the local Indigenous language, while weaving cultural understanding into everyday school life. Importantly, Elders and language holders help shape the curriculum, and teachers adjust their practice to reflect traditional ways of learning.
“This collaboration has restored a once-lost language, created employment for six First Nations people, and produced a student-led Yagara dictionary,” West said. “The relationship is ongoing, dynamic, and built on a shared commitment to supporting young people to stand strong in who they are.”
West said the results of this work are most obvious in the way the program is embraced by the school community.
“Families value the authenticity and continuity of culture, and students feel proud to learn their language in a way that honours community ownership,” he said.
‘A space for cultural continuity and celebration’
West said delivering Yagara in Years 7 and 8 has been “transformational”, explaining how the school’s students have developed a deeper understanding of language, local history, and connection to Country, while also strengthening their own sense of identity and pride.
“Staff have grown in cultural capability, and our wider community has engaged with the program with enthusiasm and pride,” West said. “The classroom has become a space for cultural continuity and celebration.”
Looking ahead, the school aims to expand Yagara into additional year levels so students can continue developing proficiency and cultural understanding throughout their secondary journey.
“As one of the only secondary schools in Queensland delivering a fully co-designed and co-taught First Nations language program, we see our role as a system leader,” he said.
“We hope that other schools will look to BPSSC as a model, and we are committed to sharing our learning, supporting neighbouring schools, and helping grow the number of young people across the region who can speak, honour, and preserve the Yagara language.”
West said the school’s aim is to ensure this revitalisation continues well beyond its own campus, strengthening cultural knowledge for generations to come.
Clarity, focus and people at the core
Earlier this year, West was awarded a prestigious scholarship to attend a world-renowned leadership program at Harvard University.
The scholarship, awarded by Teachers Mutual Bank, the Harvard Club of Australia, and the Public Education Foundation, gave West a unique opportunity to engage with global experts and advance educational leadership in Australia.
When asked about the key insights he brought back, and how they might they influence the way he builds on the school’s momentum moving into the next few years, West said the program has “reinforced the importance of clarity of purpose, disciplined focus, and investing deeply in people.”
“The program highlighted that high-performing schools sustain improvement by aligning culture, systems, and strategic intent over time – not by chasing too many initiatives,” West said.
“I have returned with a strengthened resolve to simplify, sharpen and elevate our core priorities: exceptional teaching, strong culture, and meaningful community partnerships.”
West said he also gained powerful insights into leading adaptive change and building leadership capacity across a large organisation.
“This will guide how we continue to honour our First Nations work, strengthen learning outcomes, and ensure BPSSC’s growth remains grounded and purposeful for all staff and all students.”