Flaxmere College

Flaxmere College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Flaxmere 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

Context

Flaxmere College is in Flaxmere, Hastings and provides education for students Year 7 to 13. The school’s kaupapa is to promote excellence and equity to ensure all students achieve and enjoy educational success.

Flaxmere College’s strategic priorities for improving outcomes for learners are to:

  • ensure holistic success for all students

  • actively promote and guide distributive leadership capacity amongst staff and students

  • evaluate and develop the Flaxmere Way for consistent, effective, culturally responsive relational pedagogy (CRRP) for teaching and learning.

You can find a copy of the school’s strategic and annual plan on Flaxmere College’s website.

ERO and the school are working together to evaluate how effectively the Flaxmere Way, including differentiation and CRRP, is promoting equitable and excellent learner outcomes. 

The rationale for selecting this evaluation is:

  • the need to lift ākonga achievement and equity for all ākonga

  • continue to strengthen and embed culturally responsive and relational pedagogy

  • develop a localised curriculum that is relevant, responsive to learners and reflects Ngāti Kahungunu aspirations

  • a continued priority to strengthening attendance, engagement, retention and achievement

  • a need to strengthen leadership throughout the school, allowing greater staff and learner agency.

The school expects to see:

  • a responsive localised curriculum that embeds the Flaxmere Way and reflects the culture, interests and aspirations of learners and whānau

  • strengthened community relationships and collaboration to enrich opportunities for learners to become confident, connected and actively involved

  • improved attendance, engagement, retention and achievement

  • distributed leadership strengthened throughout the school, allowing greater staff and learner agency to promote equity and excellence.

Strengths

The school can draw from the following strengths to support its goal to evaluate how effectively the Flaxmere Way promotes equitable and excellent learner outcomes:

  • has leadership that consistently prioritises and plans for school improvement and for equity and excellent outcomes for all ākonga

  • is continuing to strengthen professional capability and collective capacity to improve ākonga outcomes, support improvement and innovation 

  • is strengthening capability building for all staff, inclusive of te ao Māori, te reo Māori, me ōna tikanga and matauranga Māori

  • culturally responsive and relational pedagogy, through the Flaxmere Way for teaching, underpins teaching at the kura

  • has robust systems and processes for tracking, monitoring and reporting student attendance, engagement, retention and achievement.

Where to next?

Moving forward, the school will prioritise:

  • strengthening capability of distributed leadership to embed the Flaxmere Way within a responsive localised curriculum

  • consultation and collaboration with whānau, hapū, iwi to develop a shared understanding of the Flaxmere Way, and ensure their aspirations are valued and embedded in the localised curriculum

  • professional development that strengthens teaching capability with a priority focus on ākonga with diverse learning needs.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

21 April 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

This school has

  • Teen Parent Unit: Te Tipu Whenua ō pā Harakeke

  • Kowhai Special School satellite

  • Services Academy

Flaxmere College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the Flaxmere College, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

No

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

The board has identified the following areas of non-compliance during the board assurance process: 

  • Emergency preparedness: regular emergency drills not completed.

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Flaxmere 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

21 April 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

Flaxmere College - 29/06/2018

School Context

Flaxmere College, Te Kareti o Paharakeke, has a roll of 327 students in Years 7 to 13. At the time of this ERO review, 86% of students identify as Māori and 11% have a Pacific nation’s heritage.

Whakawhanaungatanga remains a strong core value for the school and its community. The school’s guiding proverb ‘Tuhingia te ururua, kia tupu, whakaritorito te tupu harakeke’ and the motto, ‘success is the only option’ are shared expectations.

The school’s achievement goals are: to have all students at or above national expectations; and for those below to have accelerated progress.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • health and wellbeing

  • achievement of national qualifications

  • achievement and progress across learning areas in Years 7 to 10

  • progress toward the school’s achievement goals

  • attendance.

The board of trustees is representative of its community and includes long serving members.

The principal is the lead principal in the Te Waka o Māramatanga Kāhui Ako.

Evaluation Findings

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?

The school has made good progress to achieve higher levels of equity and increased excellence in outcomes for most learners, particularly at senior levels. Attainment in National Certificates of Educational Achievement (NCEAs) have steadily improved since the June 2015 ERO report. Nearly all students gained NCEA Level 2 in 2017 and most students achieved at Level 1 and Level 3.

Nearly all Māori students gained Level 1 NCEA and most achieved Level 2 and Level 3. Overall, students of a Pacific nation’s heritage achieved well in 2017. Nearly all Pacific students achieved Level 2 and 3 and most achieved Level 1.

Data indicates that many students on entry are well below expectations in literacy and many continue to require additional support through their junior years. Data for Years 7 to 10 shows more students are meeting expectations in mathematics. Most Years 8 and 9 students and the majority in Year 10 achieved to curriculum expectations in mathematics in 2017.

Learners with additional needs are well identified and programmes of support are put in place. External resourcing and expertise supports this provision appropriately.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

School leaders report that they successfully accelerate many students, including Māori, in numeracy and literacy. Good progress for groups of learners whose learning needs acceleration is evident. A significant number of students require more than a one year cycle to achieve this.

There has been a considerable increase in rates of achievement of Māori and other learners, especially at NCEA Levels 1 and 2 since 2015 and Level 3 since 2016.

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?

School leaders systematically identify and work to address disparity to improve equity of outcomes for all students. The school leaders are purposeful and proactive in their approach to engaging with whānau. Established links with a range of cross-sector external agencies assists students and their families to access and increase learning opportunities. This partnership supports students to engage in learning.

The board of trustees is clearly focused on progressing the school’s vision and priorities. There is a well-considered approach to manage change and grow leadership for learning. Strong collaboration and strategic alignment of resources leads to improved outcomes for students and strengthens wellbeing.

Effective school leadership creates an environment where high relational trust is evident. Relationships across the school are positive. Strong partnerships with parents and the wider school community continue to extend strategic links that supports students' engagement in learning. Marae-based wananga value local hapū input and these contribute to place-based curriculum design.

Whakawhanaungatanga provides a strong foundation for student inclusion. A focus on ako values students’ strengths. Student-led learning conferences involve every whānau. Student and whānau voice provide important feedback on many aspects of their education and school life.

Students have a broad curriculum that gives them opportunities to access and experience success in a wide range of academic, sporting, cultural and leadership activities. Pathways, including Gateway, STAR, industry training and tertiary programmes enable them to have equitable opportunities to learn. Students are encouraged to explore these through a wellresourced programme. Tracking of school leavers’ destinations by the school indicates most students make successful transitions into tertiary, training programmes and work opportunities.

Student engagement in learning through increased attendance at all year levels has resulted in some improvement. Aspects of the curriculum are regularly reviewed for relevance and outcomes for students. A focus on strengthening numeracy as part of the mathematics programme has improved engagement and achievement. The school mentoring programme encourages all students to be actively involved in their learning.

Leaders have a clear focus on embedding internal evaluation into practice The school has developed its use of internal evaluation and inquiry and improved outcomes for students through:.

  • focused professional learning

  • use a cycle of inquiry to improve practice

  • use of internal expertise to build capacity and support leadership

  • a collaborative approach to working with and using data

  • development of a shared expectations for effective teaching practice, ‘The Flaxmere Way’.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school has made significant in progress in its use of internal evaluation and inquiry to improve equitable and excellent outcomes for students and sustain trajectories of improvement. Leaders and staff should continue to examine the effectiveness and impact of strategies and programmes designed to improve engagement and achievement to assist in further decision making and resourcing.

These include:

  • continued development of ways of measuring and monitoring acceleration of achievement at junior levels over time, with a focus on literacy
  • the school identified priority to increase certificates of endorsement and University Entrance, for increased opportunity, students’ choices and transitions to further learning
  • the range of systems and resources to improve school attendance.

Comprehensive guidelines and expectations for appraisal processes and practices align with Education Council expectations. Further development of some components of this process should contribute positively to the school’s strategic priorities to raise achievement through improved teaching practice.

3 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
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • 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
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in

  • stewardship and leadership that sets and communicates clear strategic direction and goals for improvement in student outcomes
  • a collaborative culture promoted by leadership that deepens teachers’ knowledge and is responsive to learners
  • systems and processes that support student wellbeing and promote inclusiveness
  • learning partnerships for a culturally responsive curriculum.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • continued teaching practices to accelerate the literacy learning of students in the junior school
  • continued, in-depth use of internal evaluation and inquiry to explore achievement patterns at all year levels.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

29 June 2018

About the school

Location

Flaxmere

Ministry of Education profile number

134

School type

Secondary (Years 7 to 13)

School roll

327

Gender composition

Male 42%, Female 58%

Ethnic composition

Māori 86%
Pākehā 3%
Pacific 11%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

May 2018

Date of this report

29 June 2018

Most recent ERO report(s)

Education Review, June 2015
Education Review, May 2012
Education Review, November 2010

Flaxmere College - 03/06/2015

Findings

The Flaxmere College curriculum is contributing to increased student retention and educational success. Students experience a highly inclusive environment that is responsive to their academic, social and cultural aspirations. The college is effectively led and governed to promote ongoing improvement and achievement of strategic priorities.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

Flaxmere College, Te Kareti o Paharakeke, provides a whānau learning environment for 360 students in Years 7 to 13. Māori students comprise 78% of the roll and Pacific students 18%. Since the 2012 ERO review a Service Academy has been established and a Teen Parent Unit was opened in 2014.

The college is highly inclusive of students, whānau, kopu tangata and the wider community. Whanaungatanga, the core charter value, provides a strong foundation for sustaining and enhancing student inclusion, learning and development.

Te ao Māori and celebration of Pacific language and customs permeate the college environment and show how the cultures of students and the community are valued. Ako underpins affirming, reciprocal relationships between teachers, students, their peers and the wider community.

The motto, ‘Success is the Only Option’, articulates the collective school and community desire for students' purposeful learning through a responsive curriculum.

Students have developed shared aspirations and competencies to guide their success. FLAX stands for 'focus on learning, lead by example, act with respect and excel'. Student leadership contributes to the positive culture of the school. Sporting, cultural and academic leaders model pride in their identity and promote the college motto and values.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Improving students’ educational success is at the heart of school decision-making. Leaders and teachers continue to strengthen their effectiveness in using assessment information to raise achievement levels.

Data is used to identify students needing support to meet the National Standards and curriculum level expectations. The 2014 and 2015 data shows that many students in Years 7 to 10 are working towards these. All stakeholders agree greater acceleration of achievement for these students in literacy and mathematics is necessary to allow choice in pathways as students move through the school.

To strengthen the quality of data the school has planned to:

  • increase moderation of assessment at Years 7 and 8 for assisting reliability of National Standards judgements
  • extend the range of tools used for assessment of Years 7 to 10 mathematics.

ERO's evaluation supports the school's self identified need to strengthen teachers' use of data to plan for individual needs and accelerate progress.

Achievement in the National Certificates of Educational Achievement (NCEAs), Levels 1 and 2 improved in 2014. At Level 1, overall performance was above the national results. At Level 2, performance was similar. Leaders recognise that working to raise achievement at Level 3 and University Entrance, and increasing the numbers of students attaining endorsements to lift the quality of achievement, is necessary. The increasing retention of students in the senior school is likely to assist with improving numbers attaining leaver qualifications.

Annual charter targets and actions have been developed to support school priorities and improved achievement. Strengthening target setting to support deeper analysis of assessment information to identify what promoted or hindered student progress, is needed.

Families and whānau are well supported by regular information about the school’s curriculum and student achievement. Teachers' comments in written reports highlight student learning, progress and achievement. Written reports for students in Years 7 and 8 should be reviewed to ensure they are clear for parents and support their understanding of achievement in relation to the National Standards.

Whānau conferencing was introduced in 2014 as an additional strategy for promoting student success. The timing of the conferences during the year is resulting in high levels of whānau participation. Students are increasingly taking the lead. Identifying learning goals and discussing these with whānau is helping to promote meaningful partnerships for fostering students' educational success.

Student mentoring supports individual understanding of achievement levels and promotes connections with, and inclusion in, school life. Close relationships with adult mentors encourage students to take responsibility and monitor their pathways.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Flaxmere College curriculum is increasingly responsive in promoting and supporting student learning.

Te ao Māori and the uniqueness of Pacific cultures are present in all aspects of the vision, values and curriculum experiences. The college whakatauki: 'Tungia te ururua kia tupu, whākaritorito te tupu o te harakeke - Relinquish whatever hinders progress, to ensure success', is evident in ongoing changes to the curriculum. Developments place student success at the centre to all facets of decision-making.

Students experience meaningful and relevant learning opportunities linked to individual pathways. Credits gained contribute to NCEA qualifications. Students experience success across a range of subject areas. Community partnerships developed with local industries, tertiary providers and Ngāti Kahungunu support students' learning and future pathways.

Teachers have comprehensive guidelines for teaching and learning. These have been collaboratively developed and are understood as the Flaxmere Way. School leaders implement performance management processes purposefully to build consistency of effective teaching practice across the school.

Professional learning groups support teachers to share strategies that improve the achievement of targeted learners. Teachers' reflections on practice are helping them to consider how well their strategies accelerate achievement.

Pastoral-care systems are effectively used to respond to individual student needs and foster wellbeing. Teachers, students and whānau work together to manage challenges and support student involvement at school.

Students with special education needs receive appropriate support and intervention. Staff and external agencies collaborate to address specific needs and foster achievement.

Improving student attendance is a key priority. Clear tracking and monitoring processes are in place. To support these, a target should be set to raise attendance.

Community engagement has been effectively encouraged. Partnerships have been developed with families/whānau through the kaumatua and kuia advisory group, Ngāti Kahungunu Iwi Incorporated and Pacific community leaders. School leaders and trustees respond well to information gathered through consultation. Partnerships provide a range of views to bring to decision-making.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Flaxmere College is well placed to sustain and continue to improve its performance.

The principal leads effectively and maintains the focus on improving outcomes for students, the school and community. She is building sustainable curriculum practices. Senior leaders support achievement of the school vision. They facilitate improved practices to progress the strategic and annual priorities.

Performance management processes are comprehensive. Teachers receive specific feedback, identifying strengths and strategies to develop. Involvement in literacy professional learning and development has contributed to teachers' awareness and inclusion of literacy in their daily practice.

Self review informs ongoing improvement. Systems and practices support senior leaders to effectively plan, monitor and reflect on student outcomes. Use of research and indicators of best practice enable school personnel to compare their current practice and make informed changes. Building the review practice of curriculum leaders across the school should enable departments to more fully evaluate their performance in promoting students' educational success.

Trustees are committed to inclusive practices and improving student success. The charter, strategic and annual plans focus on key priorities. Trustees use reports on progress and outcomes to inform their decisions.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

The Flaxmere College curriculum is contributing to increased student retention and educational success. Students experience a highly inclusive environment that is responsive to their academic, social and cultural aspirations. The college is effectively led and governed to promote ongoing improvement and achievement of strategic priorities.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

3 June 2015

School Statistics

Location

Hastings

Ministry of Education profile number

134

School type

Secondary (Years 7 to 13)

School roll

360

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori

Pacific

NZ European/Pākehā

78%

18%

4%

Special Features

Kowhai Satellite School

Teen Parent Unit

Service Academy

Review team on site

March 2015

Date of this report

3 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2012

November 2010

June 2008