Sacred Heart Girls' College (Ham)

Findings

Sacred Heart Girls’ College very effectively promotes students’ engagement in learning. Students demonstrate high levels of achievement in National Certificates of Educational Achievement. Junior school achievement is regularly monitored, particularly for students who are at risk of not achieving year-level expectations.  The special Catholic character positively permeates the school culture. 

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?

Sacred Heart Girls’ College is an integrated Catholic school situated in Hamilton East. The college provides secondary education for young women in Years 9 to 13 who come from Catholic, local, and international communities. It was established in 1884 by the Sisters of Our Lady of the Missions under the leadership of Euphasie Barbier. School values are consistent with the special Catholic character and are expressed as hope, faith and justice, aligned with head, heart and hands. These values strongly influence the college’s curriculum and positive culture for learning.

At the time of the previous ERO review, the leadership team had been recently restructured and a positive learning culture was being established. There was a need to improve assessment at Years 9 and 10, and to continue to develop meaningful partnerships with Māori. Since the 2013 ERO review, a new principal has been appointed, and there have been further changes to the senior leadership team.

Current professional learning and development aligns with the school’s strategic vision to facilitate young women to become better learners at school and in the wider world. There is a school-wide framework to support curious, confident, reflective learners who relate well to others. This is supported by a school-wide approach to positive behaviour management and restorative practices. The college is planning for significant property upgrades that will provide modern spaces for 21st century learning. School buildings and grounds continue to be well presented and maintained.

2 Learning

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

The school uses student achievement information very effectively to make positive changes to learners’ engagement, progress and achievement. Achievement results for National Certificates of Educational Achievement (NCEA), including for Māori and Pacific students, are well above national averages and above the Ministry of Education target, which is to have 85% of students leaving school having achieved NCEA Level 2. In recent years, there has been a significant increase in the number of students achieving endorsements of merit and excellence. The school has reliable data to show that many students make very good progress through Years 9 and 10. 

Teachers increasingly use robust assessment and academic goal setting to assist students in monitoring their own academic progress and achievement. There is now a need to ensure that these processes are well established in all classes.

Students who are at risk of underachieving in all year levels are a focus of the college’s annual plan. They are identified and regularly monitored by the principal and senior leaders. They are well supported by adapted class programmes, focused teaching, learning assistants and small class sizes to make accelerated progress through each year at the college. The board scrutinises student achievement information to consider progress and provide resources for these students. Teachers maintain high expectations for all students at their individual levels of achievement.

Parents receive regular information about student progress and achievement through interviews, written reports and informal discussions with teachers. The college’s next step is to continue to increase opportunities for parent partnerships in learning through the further development of digital technology.   

3 Curriculum

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

The school’s curriculum is very effective in promoting and supporting student learning. During this review, ERO observed examples of very high quality teaching practice. Many highly engaged students work in settled classes and benefit from very effective teaching practices, which include:

• tailoring programmes and practices to the interests and needs of students
• providing opportunities for collaborative, co-operative and interactive questioning
• challenging students’ to think and take responsibility for their learning
• increased use of digital technology to support teaching and learning
• maintaining respectful and inclusive relationships with and between students.

Students also participate in a wide range of co-curricular opportunities and activities.

The school’s pastoral care network has been recently expanded to provide further opportunities for responsive and professional pastoral support for students’ wellbeing and academic success. Recent consultation indicates that there is a need to further support students in clarifying clear academic and vocational pathways from Year 9 to Year 13. 

How effectively does the school promote educational success for Māori, as Māori?

A very significant number of Māori students achieve academic success and many take on leadership roles to support others in achieving success.  Senior students provide school-wide leadership instruction in waiata performance and Māori protocols. Māori students who are at risk of not achieving year-level expectations are individually monitored by staff who are newly appointed to specific roles, which are kaimanaaki, dean of transition and head of learning support. These teachers report regularly to senior leaders and the principal. Te reo Māori tuition is offered at all year levels.  Puawai, the school’s Māori meeting house, helps to provide a sense of belonging and a cultural base for Māori students. Māori protocols have become increasingly incorporated within the school context. The board has recently reviewed its Treaty of Waitangi policy, and the school has reviewed its Māori Achievement Strategy, which now requires further implementation.

This ERO review finds that there is an urgent need to develop more effective communication and consultation in order to build and sustain an effective partnership with the Māori community. In establishing this relationship the school should consider and clarify:

• the roles of school leaders with responsibility for the wellbeing and academic achievement of Māori students
• the place and value of whānau hui
• the inclusion of Māori aspirations and perspectives in board decision making
• implementation of the principles of Ka Hikitia – Accelerating Success 2013-2017, and Tātaiako Cultural Competencies for Teachers of Māori Learners. 

How effectively does the school promote educational success for Pacific students?

A very significant number of Pacific students achieve academic success and many take on leadership roles to support others in achieving success. Senior students provide school-wide leadership in supporting younger girls to achieve expected achievement levels. Pacific students who are at risk of not achieving year-level expectations are individually monitored by staff who have been newly appointed to specific roles, which are dean of transition and head of learning support. These teachers report regularly to senior leaders and the principal.  

This ERO review finds that there is an urgent need to develop more effective communication and consultation in order to build and sustain an effective partnership with the Pacific community. In establishing this relationship the school should consider and clarify:

• the roles of school leaders with responsibility for the wellbeing and academic achievement of Pacific  students 
• consultative development and implementation of fono meetings.
• the inclusion of Pacific aspirations and perspectives in board decision making
• implementation of the principles of Pasifika Education Plan 2013-2017 in all aspects of school practice.  

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. This is because:

• the board continues to provide effective governance and strong support for the principal, senior leaders, staff and students
• trustees scrutinise achievement information to guide resourcing decisions 
• the board and senior leaders set clear strategic direction for accelerating the achievement of students who are at-risk of not achieving expectations for their year levels 
• the principal demonstrates reflective and intentional professional leadership and is well supported by the senior leadership team
• together the principal and senior leaders are establishing a collaborative approach to professional development and staff appraisal which is well aligned to the school’s vision, values and strategic direction
• leaders of learning, formerly known as heads of faculties, are empowered to take subject-specific initiatives resulting in innovations that promote effective teaching and learning
• a staff culture of professional learning and dialogue assists teachers to improve students’ learning, engagement and achievement 
• comprehensive internal learning area reviews identify achievement trends and patterns and recommend changes to improve programmes and teaching practices 
• the college’s well-established self-review processes include student voice and are being reviewed to improve efficiency. 

The board’s next step is to increase communication and consultation with staff, students and the school community in order to strengthen strategic direction setting and decision making. 

Provision for international students

The school is a signatory to The Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this ERO review there were 17 international students attending the school, including two exchange students.

The International Student department continues to be well-led by its new director following the resignation of its long-serving and effective director at the end of 2015. Students are well integrated into the school and its community. They participate in co-curricular activities and receive effective English language tuition designed to cater for individual learning needs. Students continue to benefit from comprehensive pastoral care and support. 

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

Sacred Heart Girls’ College very effectively promotes students’ engagement in learning. Students demonstrate high levels of achievement in National Certificates of Educational Achievement. Junior school achievement is regularly monitored, particularly for students who are at risk of not achieving year-level expectations.  The special Catholic character positively permeates the school culture. 

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

Lynda Pura-Watson
Deputy Chief Review Officer

16 August 2016

About the School 

Location	Hamilton East
Ministry of Education profile number	139
School type	Secondary (Years 9 to 13)
School roll	913
Number of international students	17
Gender composition	Girls 100%
Ethnic composition	Pākehā Māori South East Asian Pacific Other European Indian Chinese Other Asian Other	58% 15%   8%   5%   4%   3%   3%   3%   1%
Review team on site	May 2016
Date of this report	16 August 2016
Most recent ERO report(s)	Education Review Education Review Education Review	August 2013 September 2010 December 2007