60 Northgate , New Plymouth
View on mapTēnā 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.
New Plymouth Girls’ High School is a large, urban secondary school in Taranaki providing education for students in Years 9 to 13. The school strives to develop confident students who experience academic success, engage in a wide range of extra-curricular and leadership opportunities and are active partners in their learning.
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.
Since the previous ERO report of September 2022, the school and ERO evaluated the extent to which learners were engaged with and maximised their opportunities to learn, with a particular focus on those learners where attendance was a barrier.
The school expected to see:
Increased levels of engagement and improved outcomes for priority learners.
A deepened understanding about the barriers and enablers to engagement to guide targeted actions for improvement.
Further developed evaluative capacity to support a cycle of evaluation and inquiry for ongoing school improvement.
The following findings are to inform the school’s future priorities for improvement.
| A large majority of students are engaged, make good progress and achieve well. |
| Strategic and effective leadership focuses purposefully on improvement goals. |
| The curriculum and teaching are increasingly responsive to learner engagement and achievement. |
| The school has well aligned systems, structures and practices to drive success and improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
4 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2024, the New Plymouth Girls’ High School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
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For further information please contact New Plymouth Girls’ High School, 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
4 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
New Plymouth Girls’ 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. The self-review process continues to be thorough and considers all aspects of the Code of Compliance benefitting from the experience of the school’s international student coordinator. Continual review for improvement is evident.
At the time of this review there were seven international students (four of whom were short stay students) and no exchange students. International students were accommodated at the school hostel or with family members.
Students feel welcomed by adults and students who have made them feel part of the wider community by inviting them to participate in all aspects of school life. Students appreciate the support of teachers who respond to their learning needs in the classroom. Pastoral support is readily available with personalised orientation and frequent proactive check-ins.
Shelley Booysen
Director of Schools
4 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
The hostel manager and the hostel owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.
Reasonable steps are being taken by Scotlands Hostel to provide boarders with a safe physical and emotional environment that supports their learning. Coherent alignment and governance between the school and its hostel support boarders and their families with consistent practices and expectations.
Boarders appreciate the family-like environment, friendships, and the opportunity to grow independence in a supportive setting. In particular, boarders appreciate the relationships with their supervisors who they say know them well. A “big sister-little sister” system is in place to help new boarders settle into their new environment.
The hostel buildings are well maintained, and boarders benefit from access to school facilities for recreational purposes. Systems are in place to help support other interests such as sport and culture. Regular organised events at the hostel provide the opportunity for student leadership, celebration and socialisation.
The hostel has recently sought input from boarders regarding meals, their ideas have been incorporated to good effect. Annual surveys of boarders and parents help management know what is working well and what needs improving. Providing further opportunities for regular boarder feedback would be useful.
Shelley Booysen
Director of Schools
4 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 11 months of the Education Review Office and New Plymouth Girls’ 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
New Plymouth Girls’ High School caters for day and boarding girls in Years 9 to 13. The principal was appointed in Term 4 2020. Two new senior leaders have also been appointed.
New Plymouth Girls’ High School’s strategic priorities for improving outcomes for learners are:
a commitment to an equitable education that ‘unashamedly’ encourages students to strive for personal excellence
embracing and sustaining culture, identity, connection and inclusion for all, prioritising giving life to Te Tiriti o Waitangi
nurturing engagement leading to success for each person as a learner, so they have the courage to live their best life.
You can find a copy of the school’s strategic and annual plan on New Plymouth Girls’ High School’s website.
ERO and the school are working together to evaluate the extent to which learners are engaging with and maximising their opportunities to learn, with a particular focus on those learners where attendance is a barrier.
The rationale for selecting this evaluation is:
outcomes for learners are significantly influenced by the level of engagement in learning and regular attendance is an essential enabler
the school wants to know what is working, what is not, and who for, in their pursuit of equity and excellence for all, with a focus on priority learners
the learning will be useful to whānau and staff, to help develop conditions within the school that support not only learner engagement, but also evaluation and inquiry for ongoing improvement.
The school expects to see:
increased levels of engagement and improved outcomes for priority learners
a deepened understanding about the barriers and enablers to engagement to guide targeted actions for improvement
further developed evaluative capacity to support a cycle of evaluation and inquiry for ongoing school improvement.
The school can draw from the following strengths to support it in its goal to improve engagement for equity and excellence:
a school culture that prioritises inclusion and wellbeing
leadership highly focused on school improvement for equity and excellence
a broad and responsive curriculum to meet the academic and pathway aspirations of students.
Moving forward, the school will prioritise:
building further connections with the school community to ensure all voices are heard, to support the engagement of learners
further engagement with whānau, hapū and iwi for collaborative relationships to support ongoing improvement in learner outcomes.
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
22 September 2022
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 a high needs specialist unit called Waimarie.
New Plymouth Girls’ High School caters for 1239 girls in Years 9 to 13 from the wider Taranaki area. The roll includes 22% who are Māori and 4% who are of Pacific heritage.
The school’s vision is to develop educated, confident young women of outstanding character. Desired learning outcomes are linked to: Hauora (high levels of wellbeing); Ako (developing a love of learning); and Tikanga (ensuring a sense of belonging). Core values identified by the school to support the vision and outcomes are: respect (whakamana); responsibility (haepapa); and relationships (whanaungatanga).
Student learning and wellbeing are supported through Waimarie, Awhina and Wai Ora Wellness centres and Scotlands Hostel.
National Certificates of Educational Achievement (NCEAs); and the literacy and mathematics achievement in Years 9 and 10 for those below expectations.Board targets focus on continuing to improve: Māori and Pacific achievement in
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
A new principal, previously the deputy principal, was appointed for 2017 and she leads an experienced senior leadership team.
The school is part of the Central New Plymouth Kāhui Ako.
A schoolwide focus on all girls achieving NCEA qualifications influences decision-making at all year levels. Since the October 2014 ERO evaluation, significant progress has been made towards students achieving equitable and excellent outcomes.
In Years 9 and 10, an appropriate range of data is collected to inform teaching priorities and to identify students requiring acceleration of their progress. Curriculum areas collect assessment information that shows most students, Māori and non-Māori, progress and achieve at least at expected levels.
At each of Levels 1 to 3, NCEA overall achievement has improved since the previous ERO evaluation. In 2017, it was above national and similar to comparable girls’ schools. Merit and excellence endorsements are also gained at levels above national and similar to comparable schools. Some senior students are successful in gaining New Zealand Scholarship. Most of the small number of Pacific students successfully achieve at least NCEA Level 2 before they leave school.
In 2017, Māori students achieved at similar levels to non-Māori in NCEA Levels 1 to Level 3, and less than their peers in University Entrance (UE). There has been improvement in NCEA achievement for Māori students at each NCEA Level since 2014. Disparity with non-Māori has significantly reduced. Strategies have been strengthened to increase UE and NCEA endorsement achievement for Māori. These are areas where disparity remains.
School leaver data indicates the school successfully accelerates learning for many students who may be at risk of not achieving expectations as they move through the year levels. In the past three years most students finished schooling having gained at least NCEA Level 2. In 2016, 90% of leavers achieved this level, above national and similar to comparable girls’ schools. The percentage of Māori leavers gaining at least NCEA Level 2 is slightly less than their peers within the school.
In Years 9 and 10 reading and mathematics, less than half of the students who are below expectation make accelerated progress. At the end of Year 10, a gap remains in overall achievement for Māori and Pacific learners when compared to other students.
In Year 11, nearly all achieve NCEA Level 1. Improved NCEA outcomes have enabled more Māori and other students at Years 11 to 13 to extend the pathways available to them both within the senior school and once they leave.
A range of school processes and practices support academic success for students to accelerate learning and gain NCEA.
Increased use of student voice is valued as part of review to determine future direction. Comprehensive collation and analysis of schoolwide achievement and other data contributes positively to internal evaluation and supports sustainability and improvement.
Improvement-focused leadership and well-informed board practices ensure a schoolwide focus on promoting wellbeing, equity and excellence. Recent strategic re-visioning included consultation with a range of stakeholders and is informing the strategic and annual planning. Senior and middle leaders foster a positive and collaborative culture.
A focus on developing respectful, positive relationships and fostering a sense of belonging effectively supports students to be successful learners. The core values of whakamana, haepapa and whanaungatanga are actively promoted. Programmes support students to develop selfmanagement, resilience and confidence. A recent student survey of wellbeing identified positive relationships as a strength across the school.
Students with highly complex learning needs are well supported to achieve their individual goals. They access the curriculum at their own level within an inclusive environment. Teachers work closely with parents, contributing schools, agencies and post-school destinations to ensure smooth transition.
Well-established mentoring, tracking and monitoring systems enable students who may be at risk of underachieving to gain success. Staff respond to the needs of Year 9 and 10 students who are below expectation in literacy and mathematics and ensure appropriate pathways for senior students. Priority groups are identified and strategies put in place to support their progress. Useful profiles for students with additional learning needs identify individual needs, provide suggestions for teaching and are shared with class teachers.
Collaboration enhances student wellbeing, learning opportunities and achievement. Learning relationships with parents, whānau and the wider community support student success. Parents receive informative written reports from teachers and they are active participants in student goal setting. Liaison with contributing schools assists the collection of information to identify and plan for the needs of incoming learners. Transition processes support and promote learning as students enter and move through the school.
A wide-ranging curriculum and purposeful teaching responds to student interests, needs and aspirations. Providing learning opportunities that reflect the breadth of The New Zealand Curriculum (NZC) is a focus in Years 9 and 10. Ensuring purposeful pathways and flexibility is given priority in senior programmes. These provide a sound platform for the comprehensive curriculum review that is underway, linked to the future-focused needs of students and recently developed school strategic priorities. The review should include further development of expectations for teaching practice that align to:
A schoolwide commitment to supporting success for Māori and Pacific students is evident. The Tumanako student mentoring programme is a key strategy, linked to annual achievement targets. The programme includes regular mentoring discussions, building of learning relationships with whānau, close tracking of progress and celebrating success. Data indicates improved engagement, progress and achievement for students involved. Teachers are building their understanding of responsiveness to Māori students’ culture, language and identity. This should continue to be a focus within curriculum, appraisal and professional learning, and extend to culturally-responsive practices for Pacific students.
Teachers, leaders and trustees should make additional use of progress data for students at risk of under achieving to Plans in place for trustees to receive regular reports on the progress of target students should support this focus.strengthen evaluation of the impact of programmes on acceleration. This applies particularly in Years 9 and 10.
An improvement-focused appraisal process aligns to Education Council requirements. It gives priority to improving outcomes for students at risk of not achieving successful outcomes. Senior and middle leaders should:
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
A range of processes and practices effectively promote student welfare and safety. Student feedback indicates wellbeing is well supported.
To further support and sustain a safe physical and emotional environment, and for self review, the school should ensure a comprehensive anti-bullying policy and associated procedures are in place that include:
Scotlands Hostel accommodates 99 students, 8% of the school roll. The hostel is owned and operated by the New Plymouth Girls’ High School Board of Trustees. The hostel owner has attested that all the requirements of the hostel regulations are met.
Since the previous ERO evaluation, a new leadership team has been established. A manager and assistant manager are responsible for the day-to-day management. They are supported by staff who assist with supervision and tutoring.
Staff respond appropriately to students’ learning needs and wellbeing. Relationships between students and with staff are positive and supportive. Students enjoy organised access to local facilities and in-hostel theme activities.
Transition into the hostel is well managed. Parents are provided with good information about hostel operation. Ongoing communication with parents and whānau has been strengthened.
To further support provision of a safe emotional and physical environment that supports students’ learning, next steps are to:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 evaluation, there were 28 international students attending the school, including two exchange students. Twelve of these students are boarders in Scotlands Hostel and the others are in homestay accommodation.
The school effectively monitors compliance with the Code to ensure all requirements are met. Review is ongoing throughout the year. Review is based on analysis of information about students’ welfare, academic progress and social integration.
International students receive appropriate support to ensure their pastoral needs are met. Orientation is well considered. They take part in school activities alongside local students. International students share aspects of their own culture with others at school.
Individual goals are set and closely monitored. Students receive appropriate levels of support with the English language.
To assure themselves of the quality of provision for international students, trustees should receive regular reports based on the results of internal review, including student achievement outcomes.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
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
2 May 2018
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Location |
New Plymouth |
|
Ministry of Education profile number |
172 |
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School type |
Secondary School (Years 9 to 13) |
|
School roll |
1239 |
|
Gender composition |
Female 100% |
|
Ethnic composition |
Māori 22% |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2018 |
|
Date of this report |
2 May 2018 |
|
Most recent ERO report(s) |
Education Review, October 2014 |