45 Massey Road , Reporoa
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Reporoa College
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Reporoa College is a rural co-educational secondary school located between Rotorua and Taupō. The College caters for learners from Years 7 to 13. There have been some changes to the leadership team and the appointment of a new principal for 2025 is in process. The school values are to ‘aim high, lead the way, show respect and dare to care.’
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of August 2022, ERO and the school have worked together to evaluate how effectively the school is engaging with whānau, hapū, iwi and families to improve outcomes for learners.
Expected Improvements and Findings
The school expected to see:
A reciprocal relationship between the school and community that improves learner outcomes.
- Students are supported to achieve through an improved range of multiple vocational pathways while at school, which have contributed to improved Level 2 National Certificate in Education (NCEA) results.
- There are many barrier-free opportunities, initiated by the community in conjunction with the school, which are designed to support learners to participate and achieve.
A school culture where students are attending and engaged in learning and supported by the community.
- A mentoring programme for a small number of students has increased engagement for this group.
- Improving schoolwide regular attendance remains a school priority.
The development of strong meaningful, educationally significant relationships with whānau, hapū, iwi and families.
- Iwi representation on the school board is supporting the developing relationship between the school and mana whenua to further support learners to engage and achieve.
- Reporting on student effort and progress at very regular intervals supports the development of positive relationships between the school and whānau.
- Opportunities for whānau, students and key staff to meet and discuss course plans and pathways is strengthening relationship building to better meet the interests and needs of students.
- Ngāti Whaoa have engaged with the school to provide a leadership development programme with the aim of developing student leadership potential.
Other Findings
The greatest shift that occurred in response to the school’s action has been the developing relationship with iwi, to establish how the school and iwi can work effectively together to support learners.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are improving for some learners, but there is inequity for others. |
- A large majority achieve the National Certificate in Educational Achievement (NCEA) at Level 1, most achieve Level 2, and a small majority achieve Level 3 and less than half achieve University Entrance.
- There is significant disparity for Māori at all year levels except at NCEA Level 2 where Māori achieve better outcomes.
- The school has yet to analyse Year 9 and 10 achievement data to understand and effectively report on progress and achievement schoolwide; this is a key area to support progress to the senior pathways.
- Less than half of students attend regularly, well below the Ministry of Education target for regular attendance.
Conditions to support learner success
Leadership is working towards building capacity for sustained school improvements. |
- Leaders have identified the need to urgently build their own and teacher capacity to improve student outcomes and have taken some steps to address this.
- School leaders and teachers have engaged in professional development; however they have yet to consistently apply the new learning across the school to improve learner outcomes.
- The school is beginning to take a more deliberate approach to strengthen aspects of school culture.
- Developing reliable and robust systems and processes to manage senior school assessment and understanding junior school students’ progress and achievement in order to plan for improvement, is an urgent priority.
The school is taking early steps to develop high interest and relevant learning programmes and use consistent teaching practices. |
- The school needs to develop programmes of learning that reflect te ao Māori and includes specific literacy and mathematics strategies to support student engagement and achievement.
- Positive relationships between students and staff are evident in most classes and this provides a basis on which to develop improved teaching and learning practices.
- Students who need further assistance with their learning are identified and some planning is in place to support progress and achievement.
Some key aspects of school conditions are beginning to support improvement. |
- The school has a proactive approach to removing barriers to learning for all students.
- Students report an inclusive and safe environment; however, further strengthening schoolwide systems for behaviour management is a school priority.
- Parents and whānau have increased opportunities to be involved in their child’s learning; strengthening learning partnerships is an ongoing priority.
Part C: Where to next?
The agreed next steps for the school are to:
- access leadership professional learning support to build capacity to lead change, effectively implement and sustain school improvements
- develop the localised curriculum, embracing te ao Māori and to respond to learners’ interests and needs, including building literacy and mathematics skills in the junior and senior school
- develop robust and dependable assessment practices schoolwide; build teacher capacity to ensure consistent use of progress and achievement data to better plan teaching programmes to meet the needs of students
- strengthen schoolwide behaviour management system to develop a positive school learning culture, including strategies to improve students’ regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- professional development focused on change management and leadership of learning has begun
- design a schoolwide system for collecting and analysing dependable student progress and achievement information for Years 7 to 10
- determine a schoolwide approach to managing behaviour to improve engagement and begin to build staff capacity to implement this consistently
- review current curriculum provision to determine the extent to which localised contexts focus on strengthening literacy, mathematics and te ao Māori.
In six months:
- the annual implementation plan sets out clear improvement actions and measurable learner outcomes
- leaders are implementing changes that are sustained over time, leading to shifts in classroom practice that led to improved student outcomes
- systems that track and monitor student progress and achievement and comprehensive reporting to the board are in place
- measures implemented to improve student behaviour, attendance and engagement contribute to a positive school culture.
Annually:
- evidence-based comprehensive reporting is presented to the board on the impact of improvements to teaching practice and learning programmes on attendance, progress and achievement
- evaluate student achievement and engagement information to inform decisions and planning for the future.
Actions taken against these next steps are expected to result in significant improvement in:
- school leadership for managing changes in teaching and learning that lead to sustained school improvements
- consistent and high-quality teaching and assessment practice reflected in responsive learning programmes across the school
- student achievement data is used to inform teaching and learning, resulting in more equitable achievement outcomes particularly in literacy and mathematics especially for Māori learners
- a positive school culture where students attend regularly and are positively engaged in learning.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support to the school, in addition to recent appointment of a limited statutory manager to the board, for:
- school leadership development for improvement planning and actions
- redeveloping the school curriculum and supports for teaching and learning, including assessment practices and schoolwide planning and delivery of literacy and mathematics
- ongoing support for improving student behaviours for learning through a positive school culture.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
9 October 2024
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
Reporoa College
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of August 2024, the Reporoa College, 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 Reporoa 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.
Shelley Booysen
Director of Schools
9 October 2024
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
Reporoa College
Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024
As of September 2021, the Reporoa College Board of Trustees 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 Reporoa College Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
16 February 2022
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
Reporoa College
Te Ara Huarau | School Profile Report
Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa College’s performance in achieving valued outcomes for its students is: Developing.
1 Background and Context
What is the background and context for this school’s review?
Reporoa College is a rural co-educational secondary school located between Rotorua and Taupō. The college caters for students in Years 7 to 13. The current roll of 217 students includes 55% who identify as Māori.
The college has been involved in an ongoing review process with the Education Review Office over the past two years. The process is designed to support school progress and development.
Since the October 2018 ERO review a new principal has been appointed to the school. The board chair has retained his role and several new members have been elected. In the past two years there have been many staff changes. The school roll has increased over this time.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
- informed leadership for learning
- effective teaching practice to raise achievement, including planning for acceleration
- management and use of achievement information
- internal evaluation processes and practices.
Progress
School leaders have accessed appropriate external professional support to build teacher capability with a focus on positive outcomes for learners. Suitable professional advice and mentoring is supporting the leaders to grow effective teaching and learning in the school. Professional development plans focused on teaching and learning, culturally responsive practice and restorative practices are in place for 2021.
A useful system is in place to collect, collate and store achievement information for all students. Achievement data is beginning to be scrutinised by teachers, leaders and trustees. Teachers have identified students whose learning needs acceleration. A system for tracking and monitoring student progress has been established. Interventions and strategies to raise achievement have been identified. Teachers now need to consistently use assessment information to plan differentiated learning opportunities using these strategies.
The school is beginning to establish internal evaluation processes. The charter and strategic plan have been reviewed in consultation with the community. A policy review process has been established. There is regular review of achievement information at faculty level.
Key next steps
The key next steps for school leaders is to continue to build teacher capability for enhanced student outcomes by:
- developing agreed expectations to ensure consistent and effective teaching and learning
- growing culturally responsive teaching practice
- consistently implementing positive behaviour strategies.
There is a need to strengthen internal evaluation capacity and processes to determine the effectiveness of programmes and initiatives on student outcomes, particularly in terms of achievement and attendance.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The board, leaders and teachers are developing the ability to sustain, improve and review school performance. They have made some progress towards addressing the areas for development identified in the previous Education Review Office report. The capacity of leaders is growing with the support of external providers. Middle leaders’ roles and responsibilities have been clarified. Teachers have identified at-risk learners and strategies to raise achievement are beginning to be implemented. Progress has been made towards establishing systems for the collation and analysis of achievement information. These systems now need refining and embedding. Building capability in understanding the purpose of internal evaluation and the systems and processes required is an area for development.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
In order to meet its legal requirements when appointing staff the board must:
- fully implement a robust appointment process.
[Section 77A State Sector Act; Good practice; MoE Guidelines]
4 Recommendation
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Ministry of Education continues to provide support for the board in order to bring about the following improvements in:
- consistent and effective teaching and learning practice school-wide
- culturally responsive practices
- internal evaluation.
Conclusion
Leaders have developed and are now embedding the consistent use of systems and processes to support positive learning outcomes. Growing teacher capacity to accelerate learning, particularly for those at-risk with their learning, has begun but remains a priority. A more formal approach to evaluating what is working well and where improvements are needed is required.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa College’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 February 2021