25 Bankwood Road, Chartwell, HamiltonView on map
Te Ara Huarau | School Profile Report
This Profile Report was written within 12 months of the Education Review Office and Fairfield College working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Fairfield College is located within Hamilton’s northeastern suburbs, and the Ngati Wairere rohe, that provides co-education for students in Years 9-13. Fairfield College is a non-uniform, non-zoned school that promotes the values of be respectful, be responsible, and to be the best you can be.
Fairfield College’s strategic priorities for improving outcomes for learners are to improve:
- the engagement, retention and achievement of all Year 11, Year 12 and Year 13 students, including Maori students
- student engagement, progress and achievement of Years 9 and 10 students with a focus on improving literacy, numeracy and identity
- overall attendance.
You can find a copy of the school’s strategic and annual plan on Fairfield College’s website.
ERO and the school are working together to evaluate to what extent is effective teacher practice improving student engagement, progress and outcomes schoolwide.
The rationale for selecting this evaluation is to:
- provide equitable learning opportunities for all learners
- provide ongoing professional development to improve teacher practice and pedagogy
- increase engagement and attendance.
The school expects to see a reduction in variance between teacher and student perspectives of the teaching and learning experience, an increase of differentiation in teaching strategies, learning programmes to improve student outcomes and regular attendance.
The school can draw from the following strengths to support the school in its goal to improve student outcomes:
- Well established school culture that promotes diversity and inclusion.
- Purposeful partnerships to support and promote students’ future pathways.
- Strategic focus to provide equitable access to learning opportunities for all students.
- Genuine partnership with mana whenua.
Where to next?
Moving forward, the school will prioritise:
- utilisation of Rongohia te Hau (observations, student voice, teacher voice, whānau voice) to identify strengths of practice and areas to be developed
- implementing teacher professional development to further support culturally responsive practices
- reviewing systems and processes used to track student progress and achievement to identify what is working, for whom and where to next.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Director of Schools
17 November 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026
As of August 2023, the Fairfield College Board has attested to the following regulatory and legislative requirements:
Management of Health, Safety and Welfare
For further information please contact Fairfield College, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Director of Schools
17 November 2023
About the School
The Education Counts website provides further information about the school's population, student engagement and student achievement. educationcounts.govt.nz/home
Fairfield College - 19/08/2019
Fairfield College, located in Hamilton City, provides co-educational education for students in Years 9 to 13. The school’s roll of 644, which includes 363 students of Māori descent, has decreased since the last ERO review in 2015.
In 2018 there was a major restructuring of the National Certificate of Educational Achievement (NCEA). The school no longer offers Year 11 students Level 1 NCEA. Level 2 NCEA has become a two-tier qualification for Year 11 and 12 students. There was also a significant timetable change moving to three 90 minute teaching periods each day.
Three deputy principals have been appointed to the senior leadership team since the 2015 ERO review.
The school’s mission statement ‘Committed to quality education and personal excellence’ is supported by the Whakatauki: I taku puranga hau; taku tuumanako - While I breathe; I hope. Values of respect, responsibility and personal excellence. The school promotes high expectations, Treaty of Waitangi, cultural diversity, inclusion, community engagement and equity.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
- NCEA achievement
- student leavers destination data.
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
Fairfield College is yet to achieve equitable and excellent outcomes for all of its students.
The school’s 2018 NCEA enrolment based data shows that the majority of students gained NCEA Level 2 and NCEA Level 3. Less than half of Māori students gained Level 2 with the majority of Māori students gaining Level 3.
There was significant improvement in the achievement for Māori learners at Level 3 compared to 2016 and 2017. Māori students are now achieving at comparable levels to their Pākehā peers at NCEA Level 3.
A small number of students gained University Entrance in 2018. There has been a consistent level of NCEA Merit and Excellence endorsements for 2017 and 2018.
Patterns of NCEA achievement over the last 3 years indicates significant disparity remains between Māori and Pākehā achievement at NCEA Level 2. This pattern of disparity is also evident for Pacific students in comparison to their Pākehā peers at Level 2 and Level 3. However, from 2016 to 2017 Pacific student’s levels of achievement have shown significant improvement at Level 2 and Level 3 NCEA.
Achievement data from 2016-2017 indicates that males and females are achieving at a comparable level for NCEA Level 2 and NCEA Level 3. However, in 2018 there was significant disparity at Level 2 NCEA where females achieved at higher levels than their male peers. Females have consistently outperformed males in University Entrance over time.
The school has collated detailed school leaver data for 2017 for those students who left without NCEA Level 2. It is able to show that almost all students who completed their schooling at Fairfield College went on to further education or employment.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is able to show accelerated progress for some students. Collated and analysed achievement data from 2015 - 2018 shows that the large majority of those at-risk students who entered the school at Year 9 and remained at the school for four years made accelerated progress. Of this group all Māori and Pacific students made accelerated progress and gained Level 2 NCEA.
Literacy and numeracy data shows that some students make accelerated progress from Year 9 to Year 10 from 2017 to 2018.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
The school provides effective vocational and academic pathways for students. There has been a significant focus on developing robust systems to support students as they progress through the school. These genuine pathways provide opportunities for students to gain experience in a variety of vocational settings which support and contribute to students’ academic achievement in NCEA. Ongoing tracking of achievement by senior and middle leaders has led to improved academic, tertiary study and employment outcomes for students.
Community collaborations enrich curriculum opportunities. The school has developed meaningful partnerships with iwi, schools, businesses and community organisations. Senior leaders are proactive in establishing and building these key relationships. Genuine partnership where programs are designed and implemented in a collaborative way provide contextualised learning for students. Established reciprocal relationships with iwi support bi-cultural practices and provide the foundation for the school to acknowledge and celebrate cultural diversity. Transition into school has been strengthened. Links with contributing schools have seen the development of improved use of achievement data and use of common assessment tools.
Caring, inclusive learning environments support students’ wellbeing and sense of belonging. The school has prioritised removing barriers to learning. Students requiring support for their learning are clearly identified and well-catered for through a range of support programmes. Systemic and procedural changes to learning support have seen improved integration and inclusion for their students throughout the school. The school’s values are well known and support the inclusive kaupapa that is evident across all areas of the school. Caring relationships exist between students and teachers and creates a positive tone in classrooms and supports the inclusive culture.
Leaders works collaboratively to review and improve systems and processes to support positive student outcomes. They have developed and implemented a range of organisational strategies that are focused on a holistic approach to student success. More robust tracking of senior students’ achievement results has led to more individualised responses to students’ needs. Leaders have undertaken some aspects of self review and are now ready to fully evaluate recent significant changes in curriculum structure. Enhanced communication has led to improved pastoral care systems and wellbeing outcomes. Trustees are involved in making strategic decisions based on information from a range of sources and have been able to support the school through sound financial resourcing practices.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders need to continue to build teacher capability. Priority should be given to:
- consistent use of formative assessment practices to develop greater student agency
- differentiation for targeted teaching to accelerate learning of at-risk students.
Priority should also be given to reviewing:
- aspects of the curriculum to strengthen student engagement and respond more effectively to student learning needs
- the appraisal process to greater inform changes to teacher practice including teachers inquiring in to their practice to better support at risk learners.
3 Other Matters
Provision for international students
The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
4 Board Assurance on Legal Requirements
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
- board administration
- management of health, safety and welfare
- personnel management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration and certification
- processes for appointing staff
- stand down, suspension, expulsion and exclusion of students
- school policies in relation to meeting the requirements of the Children’s Act 2014.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Fairfield College’sperformance in achieving valued outcomes for its students is: Developing.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- effective pathways through the senior school that provide a range of successful outcomes for students
- an inclusive learning culture that builds a sense of belonging
- effective leadership that is focused on enhancing systems and processes to better respond to the needs of students.
For sustained improvement and future learner success, priorities for further development are in:
- continuing to build teacher capability to more effectively target and accelerate student achievement
- evaluating the curriculum to more consistently engage students in their learning.
Director Review and Improvement Services
19 August 2019
About the school
|Ministry of Education profile number||129|
|School type||Secondary (Years 9 to 13)|
|Gender composition||Female 48% Male 52%|
|Ethnic composition||Māori 57% |
NZ European/Pākehā 27%
|Students with Ongoing Resourcing Funding (ORS)||Yes|
|Provision of Māori medium education||No|
|Review team on site||June 2019|
|Date of this report||19 August 2019|
|Most recent ERO report(s)||Education Review December 2015|
Special Review June 2014
Education Review August 2011