Whangārei Boys' High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Whangārei Boys’ High School 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 

Whangārei Boys’ High School provides education for students from Years 9 to 13.  The school is in Te Tai Tokerau and is the only secondary boys’ school north of Auckland. A new school has recently been built on the original site.  

Whangārei Boys’ High School’s strategic priorities for improving outcomes for learners are to:

• develop a culture of belonging (tūrangawaewae), where the school community feels a sense of belonging and pride.

• provide equity for all students through innovative and inclusive practices, that continue to lift learning outcomes.

You can find a copy of the school’s strategic and annual plan on Whangārei Boys’ High School’s website.

ERO and the school are working together to evaluate how well the school systems and structures are supporting Year 9 students to develop a sense of tūrangawaewae.

The rationale for selecting this evaluation is to:

• ensure Year 9 students develop a connection to the strong traditions and kaupapa of the school, within the new school site

• develop a seamless transition experience for students as they arrive at school to improve educationally powerful connections and relationships

• improve equitable outcomes for all learners in particular, Māori learners.

The school expects to see learners:

• experience a learning climate which promotes their engagement, is positive and culturally responsive

• are well supported to achieve success with a strong, secure sense of their cultural identity

• demonstrate a strong sense of tūrangawaewae to the school and local community.

Strengths

The school can draw from the following strengths to support the school in its goal:

• leadership prioritises and plans for school improvement and equitable and excellent outcomes, with a focus on equity for Māori learners

• school leaders reflect on inclusive practices for continuous improvement

• the school effectively and collaboratively promotes and enacts the school vision and values

• a positive trajectory of Māori student achievement over the past four years

• school leaders engage with external evaluation as a resource for improvement and innovation.

Where to next?

Moving forward, the school will prioritise:

• continuing to raise the value and use of student voice and experience, to inform the evaluation for continuous improvement

• building teacher capability to understand their role in the effective transition of Year 9 students, through responsive curriculum planning.

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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

7 February 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

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings 

Whangārei Boys’ High School has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were two international students attending the school.

Whangārei Boys’ High School maintains highly effective systems and processes for self-review and the provision of pastoral care for international students. Reliable data from stakeholders is used to evaluate and improve the quality of provision.

The school values the diversity students bring to their community. A collaborative and integrated approach supports international students to experience success in a broad and responsive curriculum within the school and local community.

Whangārei Boys’ High School has programmes in place that enable students to develop a sense of belonging, make progress in their academic studies and achieve their learning goals.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

7 February 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 2022 to 2025

As of May 2022, the Whangārei Boys’ High School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Whangārei Boys’ High 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

7 February 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

ERO Hostel Report

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings

The hostel manager and the hostel owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005. All reasonable steps are being taken to ensure boarders at Carruth House experience a safe physical and emotional environment that supports their learning.

At the time of the review Carruth House was operating at under 50% capacity. The age of the building means, there is a significant amount of work required to improve an aging infrastructure. Hostel management are aware of the upgrades required to the physical environment to improve the accessibility, comfort, and wellbeing of boarders. Several refurbishments of internal spaces recently have enhanced living conditions for boarders.

Students value the sense of community and belonging during their time at Carruth House. Opportunities are provided for students to engage in a wide range of experiences, including leadership roles. The school and hostel work collaboratively to meet the diverse needs of boarders. The Deputy Principal holds the hostel portfolio to ensure alignment and continuity regarding expectations and students’ learning, progress and pastoral needs.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

7 February 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