129 Rata Street , Inglewood
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.
Inglewood High School, Te Kura Tuarua o Kōhanga Moa, provides education for students in Years 9 to 13. The school is in the township of Inglewood, Taranaki. The school belongs to the Kāhui Ako o te Kōhanga Moa. The school’s values are Manaakitanga (respect), Ora (confidence), and Ako (excellence).
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 October 2022, the school has focused on how effectively the school’s
Year 9 and 10 modular curriculum promotes continuous improvement for all learners.
The school expected to see:
Learners engaged with their learning.
Learners achieving their goals through an increasingly responsive curriculum.
Learners experience a positive sense of wellbeing.
During the course of the evaluation, it was found that the junior modular curriculum has created an environment that supports students and teachers to incorporate their interests and expertise into learning programmes promoting greater ownership of teaching and learning for both students and teachers.
The greatest shift that occurred in response to the school’s action has been the improved engagement of students in their learning.
The following findings are to inform the school’s future priorities for improvement.
| Most learners are engaged, make good progress and achieve well within a school culture that is accepting, responsive and caring. |
| Cohesive and collaborative leadership drives and sustains continuous improvement. |
| Teaching and curriculum are increasingly responsive to the diverse needs of learners. |
| The school is improvement focused; they regularly and systematically review programmes for effectiveness. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
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
27 September 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 May 2024, the Inglewood High School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO has identified the following areas of non-compliance during the board assurance process:
The board has since addressed the areas of non-compliance identified.
For further information please contact Inglewood 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
27 September 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.
The school is a signatory 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. The 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.
The school has reignited its international student programme. The school has processes and systems in place that have been built over time, are regularly and thoroughly reviewed, and help the school to continually improve their international provision.
A thorough application process is used to match student’s intentions to what can be offered by the school and homestay environment. Experienced homestay hosts welcome students into their homes and help showcase the region and surrounding country.
The school aims to provide a “home away from home” experience for international students. International students spoken to by ERO, are pleased to have chosen the school which they say is welcoming and friendly. International students are expected, and supported, to participate in all opportunities that the school offers.
Shelley Booysen
Director of Schools
27 September 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 12 months of the Education Review Office and Inglewood 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
Inglewood High School is a co-educational school catering for learners in years 9 to 13. The school is located in the township of Inglewood, Taranaki.
Inglewood High School’s strategic priority for improving outcomes for learners is to strengthen and broaden their relational school environment through:
whanaungatanga
student-centred pedagogy
continued promotion of an inclusive and equitable culture where all students can flourish
collaboration and active engagement with kāhui ako o kō’anga moa partners.
You can find a copy of the school’s strategic and annual plan on Inglewood High School’s website.
ERO and the school are working together to evaluate how effectively the school’s year 9 and 10 modular curriculum is promoting continuous improvement for all learners.
The rationale for selecting this is that it is timely to evaluate the school’s implementation of their junior curriculum to ensure that it is achieving equitable and excellent outcomes for all learners.
The school expects to see:
learners who are engaged with their learning
learners who are achieving their goals through an increasingly responsive curriculum
learners who experience a positive sense of wellbeing.
The school can draw from the following strengths to support its goal to evaluate how effectively the year 9 and 10 modular curriculum implementation is promoting continuous improvement for all learners:
experienced leaders who have a well-considered plan for implementation of the new curriculum
a school culture and environment that is conducive to learning
teachers who respond quickly to learners with innovative teaching and learning programmes.
Moving forward, the school will prioritise:
continuing to gather feedback from a range of stakeholders to help refine and enhance the junior curriculum
tracking and monitoring valued learner outcomes to further ensure equitable and excellent progress is made for all
supporting all learners to successfully access NCEA.
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
10 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of June 2022, the Inglewood High School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Inglewood High School Board of Trustees.
The next Board of Trustees 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
10 October 2022
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.
Inglewood High School has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
The school intends to enrol international students again soon. The school has processes and systems in place that have been built over time, are regularly reviewed, and help them to continually improve.
The school aims to provide a “home away from home” experience for their international students. This begins with a thorough application process and continues throughout their stay. Homestay accommodation is matched, where possible, to the student’s interests. International students add diversity and character to the school, are warmly welcomed, and are supported to be fully involved in all school and community activities.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
10 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Inglewood High School is a rural secondary school situated in the Taranaki town of Inglewood, south of New Plymouth. It caters for students from Years 9 to 13. At the time of this ERO review, 410 students were on the roll, 12% of whom identify as Māori.
The school has been involved in Positive Behaviour for Learning (PB4L) programme since 2015. This initiative has strengthened the positive school culture based around the shared MOA values of Manaakitanga, Ora and Ako. An inclusive family-like atmosphere is supported through the vertical pastoral care structure and relationships.
Leaders and teachers have recently been involved in professional learning and development (PLD) to support a new appraisal system, and the increased use of digital technologies in teaching, learning and administration across the school.
The school has been actively involved in the formation of an Inglewood Community of Learning / Kāhui Ako (CoL) that plans to include providers from early childhood through to tertiary levels. A lead principal has been appointed and achievement challenges for the CoL agreed upon.
The school has extended relationships with a range of agencies, employers and education providers to enhance options of learning pathways for students.
The school collects a range of achievement information which is well used to make positive changes to outcomes for many learners.
Teachers use information suitably to improve student wellbeing and engagement and to accelerate their learning. This includes using assessment information:
Significant numbers of students identified as being at risk of not achieving in Years 11 to 13 are well supported to gain a qualification. As a result, rates of achievement in National Certificates of Educational Achievement (NCEA) have steadily improved since the 2014 ERO report. In 2016, overall achievement at NCEA Levels 1 to 3 were above national rates and well above schools of similar type. Certificate endorsements have fluctuated over the past 3 years and are identified as an area for improvement.
The rates of achievement of students who identify as Maori is improving. The 2016 NCEA results at Level 1 show they have yet to reach that of their peers. However, at Levels 2 and 3 they achieve above their peers and national rates.
ERO affirms the schools initiatives for deeper inquiry into achievement data and evaluation of effectiveness of strategies used to accelerate achievement of groups, especially in Years 9 and 10. More regular reporting to the board of progress of these target groups should help programme evaluation and decision making for resourcing.
Over the last three years the Inglewood High School curriculum content, delivery and timetabling has been reviewed and extended so that it is responsive to diverse groups. As a result it caters well for a wide range of individual needs, abilities and aspirations.
Students’ placements in increasingly personalised learning pathways and programmes promote high levels of motivation, engagement and success, particularly in Years 12 and 13. Careers education provision is highly valued by learners.
Students are well supported through:
The school environment and the inclusive ethos enables students who enter with identified needs to be welcomed, supported and expected to be successful lifelong learners. Their learning and progress are enhanced by well-considered differentiated learning programmes.
Expectations and guidelines for effective teaching are clearly documented in departmental handbooks and evident in classrooms observed by ERO. Increased use of digital tools and programmes promotes students engagement and extends learning opportunities.
The school curriculum provides some opportunities for students who identify as Māori to be successful. Te reo Māori programmes enable some students to gain success at senior levels.
The school has placed priority on promoting teachers' cultural competencies and practices. Teachers provide well considered local cultural contexts for learning in their programmes.
It’s timely for the school, in association with whānau, to review the quality and effectiveness of its programmes for promoting educational success for all Māori learners as Māori.
The school is well placed to sustain and improve its performance through ongoing review, managing change and innovation. The well-established board has clear guidelines for their roles and responsibilities. Systems are in place for review of policies and the effectiveness of the board's performance.
Trustees receive and use a range of student information and department reports related to programmes, student achievement and wellbeing. They use this information to purposefully target resourcing for improving outcomes for students.
The principal and senior staff work collaboratively to provide effective leadership to pursue the school’s vision, values and goals. They support, promote and initiate innovation to improve valued student outcomes. Good teamwork across levels, departments and areas of responsibility promotes shared decision making that benefits learners.
Trustees and leaders actively support ongoing staff development and provide appropriate targeted resourcing for accessing expertise to build teacher capability. The appraisal system provides an effective framework for inquiry and ongoing teacher improvement. Next steps are to further develop teacher goal setting and inquiries so that they are more specific, measurable and link explicitly to outcomes for identified groups of target students. Leaders should ensure that an annual appraisal summary is completed for each teacher to show teachers’ strengths, areas for further development and whether practising teacher criteria are met.
Strengthened educational relationships with individual families, agencies, employers and the tertiary providers are enhanced through targeted strategies, staffing and resourcing. A range of strategies including regular meetings, informative newsletters, sharing real time online progress and ongoing consultations with parents and students promotes learning centred relationships for success.
School leaders model and promote ongoing development and use of review and internal evaluation for accountability and to support evidence-based decision making.
Leaders and trustees should:
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 review there was one international student attending the school. The school is planning to increase student numbers in this area.
The school makes good provision for international students. It has robust systems for monitoring students’ wellbeing, progress and integration into the community. The self-review processes support ongoing improvement in provision for these learners.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
20 April 2017
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Location |
Inglewood |
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Ministry of Education profile number |
177 |
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School type |
Secondary (Years 9 to 13) |
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School roll |
410 |
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Number of international students |
1 |
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Gender composition |
Male 51%, Female 49% |
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Ethnic composition |
Māori Pākehā Other ethnic groups |
12% 86% 2% |
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Review team on site |
February 2017 |
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Date of this report |
20 April 2017 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2014 December 2010 June 2006 |