Freyberg Street, Roslyn, Palmerston North
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Freyberg High School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within nine months of the Education Review Office and Freyberg 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
Freyberg High School is a co-educational school for students in Years 9 to 13 in Palmerston North. The school values of Kaitiakitanga, Rangatiratanga, Manaakitanga and Angitu foster relationships to promote successful outcomes for learning. The school vision, Mā te huruhuru ka rere te manu, is central to how the school operates.
A new principal started at the high school in October 2022 and is working with the established leadership team to prioritise the needs of ākonga within the school community.
The school includes a number of education facilities for students with additional needs such as the Deaf Education Centre and The Craig Centre. Whakatipuria Teen Parent Unit is also onsite and is integral to the school and community.
Freyberg High School’s strategic priorities for improving outcomes for learners are:
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Creating pathways for all students to gain success at NCEA level 2 or the most appropriate level for their ability.
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Allowing students to walk in both Māori and Pākehā worlds.
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Enabling success outside of the classroom.
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Supporting and developing the growth of global citizenship.
You can find a copy of the school’s strategic and annual plan on Freyberg High School’s website.
ERO and the school are working together to evaluate how well the school is implementing structures and teaching practices to enhance culturally relational pedagogy to achieve equitable outcomes for all.
The rationale for selecting this evaluation is to:
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prioritise the school’s partnership responsibilities under Te Tiriti o Waitangi, honouring Māori culture with appropriate tikanga, mātauranga and te ao Māori perspectives
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improve parity in the minimum leaving qualifications between Māori and non-Māori students
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ensure equitable opportunities and outcomes for Māori students, whānau and staff.
The school expects to see:
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the implementation of teaching programmes that increases the ability of students to access the curriculum resulting in improved outcomes for all
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a closing of the inequity between Māori and non-Māori students in NCEA results
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an increase in the ability of students to be confident in their identity, language and culture as citizens of Aotearoa New Zealand.
Strengths
The school can draw from the following strengths to support its goal to implement in-school support systems that ensure culturally sustaining, student-centred and data informed ways of teaching and learning are embedded in school practices.
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Positive school-wide culture grounded in strong relationships between staff, students and their whānau.
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Pastoral and academic support and mentoring systems focused on the individual need of each student
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A strong, inclusive culture, facilities and support systems within the school that have been developed to meet the individual needs of each student.
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Progress already made within the school to understand and introduce culturally sustaining practices, and a clear way forward, with external facilitation, for development of curriculum and teaching pedagogy.
Where to next?
Moving forward, the school will prioritise:
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developing and implementing a framework to describe what effective teaching and student-centred learning looks like at Freyberg High School
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professional learning for staff to ensure that teaching and learning is inclusive, student-centred and responsive
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developing internal evaluation capability to monitor impacts of changes on classroom practices and outcomes for students.
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.
Shelley Booysen
Director of Schools
9 November 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
Freyberg High School
Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026
As of August 2023, the Freyberg 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
Actions for Compliance
The board has identified the following areas of non-compliance during the board assurance process:
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Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community.
[Section 91 Education and Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified.
Further Information
For further information please contact Freyberg 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
9 November 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
Freyberg High School
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
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 17 international students attending the school, and one exchange student.
The school’s processes for self-review are effective and responsive, informing planning for continuous improvement. The board receives appropriate information and staff closely monitor students’ progress and success in their learning.
International students participate in a wide range of extracurricular activities. Their wellbeing and academic achievement are well supported, and they are fully integrated into the life of the school.
Shelley Booysen
Director of Schools
9 November 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
Freyberg High School - 10/08/2016
Findings
A wide range of programmes meets diverse student interests and needs. Respectful and supportive relationships contribute to a positive and inclusive school tone. Significant improvement in NCEA and leaver outcomes is evident since 2013. More effective use of Year 9 and 10 assessment data should assist provision of higher quality outcomes for all students.
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?
Freyberg High School is a large co-educational secondary school in Palmerston North. Twenty seven per cent of its 1253 students identify as Māori. Ensuring curriculum and pastoral practices are responsive to the very diverse student population is a priority.
The vision of Freyberg being ‘the best school for each student’ is reflected in the success gained in a wide range of activities. Academies in languages, performing arts and sport provide additional opportunities to excel in areas of interest and strength. Students are expected and supported to show leadership. The school values of innovation, caring and excellence are regularly celebrated.
Being part of the a Community of Learning provides the opportunity for teachers to work collaboratively with those from other schools to respond to the achievement challenges of students, many of whom will eventually transition to Freyberg High School.
Recent developments include the creation of a specialist performing arts facility and introduction of ‘bring your own device’ in Year 9. The installation of a multi-purpose turf facility is the first stage of a proposed sports park development that also involves the wider community.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers and leaders are beginning to consider how to make better use in Years 9 and 10 of achievement information to make positive changes to student learning. In the senior school achievement information is used effectively to support students’ progress towards relevant qualifications.
Standardised assessment information is used to assist the placement of students in junior classes and increasingly to influence the focus of teaching. There is limited collection and reporting of data within curriculum areas to indicate the progress individual students make during Year 9 and during Year 10. Little progress has been made since the June 2013 ERO review in extending the use of assessment information in the junior school.
To raise the quality of student outcomes there should be increased use of data in Years 9 and 10 to:
- identify the needs of individuals and inform more responsive teaching
- monitor progress, particularly for those underachievers whose learning needs to be accelerated in literacy and mathematics
- assist in evaluating the effectiveness of programmes
- report to leaders and trustees.
Ongoing review and development of the curriculum in Years 11 to 13 since the previous ERO review have contributed to better outcomes for senior students. School leaver data and National Certificate of Educational Achievement (NCEA) results have continued to improve. The improvement has been especially significant for Māori at all Levels and for boys at NCEA Level 1 and 2. NCEA Level 1 achievement and the proportion of leavers with at least NCEA Level 2 are now similar to national comparisons.
Tracking and monitoring systems have successfully supported improved achievement in the senior school. There has been a successful drive to increase the proportion of students leaving with at least NCEA Level 2. The 2016 board targets identify this as a continued focus. NCEA Level 3 and certificate endorsement outcomes continue to require improvement.
NCEA data is analysed and reported by departments and also school wide. Use of data to evaluate the quality and effectiveness of programme delivery is variable. Inquiry in some departments usefully contributes to decision making for the following year, including how teaching needs to be modified. Heads of department should continue to be supported to inquire into the effectiveness of practices and programmes in order to inform future decision making.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
A broad curriculum in Years 9 to 13 provides a wide range of options that support student needs, interests and strengths. In the junior school students are able to experience many learning areas to assist decisions about future course choices. Guidelines and expectations for teaching and learning reflect the principles of The New Zealand Curriculum, requirements of the New Zealand Qualifications Authority and school values.
Curriculum options for students continue to be increased in Years 9 to 13 as a result of school leaders’ and departmental inquiry. More subject choice for students less likely to gain NCEA Level 2 has been successful in improving qualification outcomes. As a next step, leaders have appropriately identified the need to make greater use of Vocational Pathways to assist students to prepare more effectively for relevant pathways within and after school.
Respectful and supportive relationships contribute to the positive tone evident in classrooms. Students are usually actively engaged in their learning. Individual conferencing with students regularly occurs. There is variability, particularly in Years 9 and 10, in the use of deliberate teaching strategies to promote and support individual student needs.
Teachers are involved in a range of professional learning and development to assist them to better respond to a range of student knowledge and skill levels. They regularly share strategies to improve practice. Teachers in Years 9 and 10 should continue to build the effectiveness of their support for students whose learning and achievement need to be accelerated.
Teachers and students identify the introduction of a junior diploma as a significant contributor to improved achievement in Year 11. Better learning behaviours and increased familiarity with the NCEA assessment process have occurred. The nature of the award continues to evolve as a result of review.
There is a planned approach to building opportunities for e-learning across the school. Regular use is made of information and communications technologies to enhance learning. Increased digital capability is enabling classroom learning to be continued on an anytime/anywhere basis. Ongoing reporting of progress in implementing the plan should support trustees’ awareness of the impact of e-learning provision.
A school wide academic coaching programme introduced in 2016 brings together and builds on recent initiatives. It extends student goal setting and the tracking of their achievement and progress. Learning partnerships with students, parents and whānau have been strengthened. The programme should contribute to improved outcomes for all students and especially those likely to otherwise underachieve. Formalising indicators of success for the implementation of the programme should assist ongoing evaluation of its effectiveness.
Students with significant additional needs are very well catered for in a range of specialised facilities. Their care and wellbeing are effectively promoted through a holistic approach. Transition into school and onto further pathways is carefully considered. Teachers are focused on extending individualised approaches and increasing relationships with parents and whānau to support improved outcomes for these students.
Programmes that promote wellbeing, often student led, have developed shared understandings that contribute to well-established conditions supporting positive relationships, inclusiveness, social and emotional competence. Comprehensive provision is in place to support the pastoral and wellbeing needs of students. Whānau teachers, deans and a range of specialists are readily available to respond to their academic, social and emotional needs. There is a collaborative approach both within the school and with parents.
How effectively does the school promote educational success for Māori, as Māori?
The school’s curriculum includes a rumaki for Years 9 and 10 students who choose to learn through Māori medium education. This provision supports continuity for learners from their previous schooling and, for Māori learners, the opportunity to engage in an environment highly supportive of their culture, language and identities. Whānau have ongoing opportunities to come together and discuss their children’s learning.
All learners have opportunities to participate in experiences that incorporate te ao Māori. Some are based in authentic Māori contexts such as marae, pōwhiri and kapa haka. For Māori learners this enables them to practice, demonstrate and celebrate their unique attributes and skills and provide leadership.
Development of the school’s curriculum, since ERO’s previous review, has included the introduction of Ngā Toi and Māori Performing Arts. These enable students to learn through and enjoy success in activities and experiences of high interest to them.
The policy for responding to the Treaty of Waitangi is due to be reviewed in 2016. As part of this review leaders should partner with Māori whanau within the school, and in consultation with the Māori community, formalise a strategic approach for ongoing development of this aspect of the curriculum.
The plan should include specific achievement targets and outcomes for Year 9 and 10 Māori students, especially those identified as requiring accelerated progress. Regular reporting to leaders and trustees should support trustees to monitor and evaluate the effectiveness of programmes and initiatives set up to continue to improve rates of success for all Māori.
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.
Leaders are focused on providing an environment supportive of student learning and wellbeing. The experienced senior leadership team effectively plans and coordinates the curriculum and other school operations.
The strategic plan promotes the school values and identifies future priorities. Achievement targets are based on leaver and NCEA outcomes. Including plans for Years 9 and Year 10 who require improved literacy and mathematics achievement outcomes would enhance these targets.
Trustees are experienced and knowledgeable about their roles, responsibilities and board effectiveness. They are well informed about many aspects of school operation. Their decision making should be better supported through the addition of reporting focused on the progress of Years 9 to 13 learners at risk of underachievement.
Professional learning and development is informed by department needs and school wide priorities. A collegial approach effectively assists programme development and reflection. Their involvement in the wider educational community builds knowledge and contributes to inquiry and improvement. The structured programme for newly graduated teachers is well considered and appropriately supportive.
Since the previous ERO review, the teacher appraisal process has been improved to better support knowledge building and inquiry. The various elements of the process are well-considered and include clear guidelines that assist effective implementation. Leaders should continue to build its robustness, particularly in relation to building the capability of teachers to respond effectively to learners at risk of underachievement. The principal’s appraisal is comprehensive.
Regular review is an integral part of school practices and processes. Leaders should continue to build internal evaluative capability, particularly in relation to improving outcomes for all learners.
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 and meets all aspects of the Code.
At the time of this review there were 55 international students. Processes for their orientation into the school are well considered. Systems for identifying and responding to individual needs and interests are effective. English language learners receive appropriate tuition to build their confidence and fluency. Additional classroom support is provided were necessary.
Care is taken to provide suitable courses that reflect the interests, needs and aspirations of students and their families. Many students who set goals for academic achievement experience strong success in NCEA qualifications that support successful transition to higher education.
International students receive high quality pastoral care. The promotion of their wellbeing is a strong focus. Homestay accommodation is well supported and closely monitored.
International students benefit from positive, respectful relationships. They are encouraged to participate in a range of cultural and sporting activities, and in the wider community. They have opportunities to share their cultures with other students and show leadership in the school.
Reliable information is gathered to evaluate the quality of provision for international students. As a result the school continues to make positive changes that further benefit students.
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.
During the course of the review ERO identified an area of non-compliance. A small number of teachers did not have current practising certificates. Subsequent to the onsite phase of the review, all teachers now have current certificates.
- In order to improve practice the board of trustees must ensure that processes within the school are sufficiently robust to ensure all those in teaching positions hold a current practising certificate.
[Education Act 1989, Part 10]
Conclusion
A wide range of programmes meets diverse student interests and needs. Respectful and supportive relationships contribute to a positive and inclusive school tone. Significant improvement in NCEA and leaver outcomes is evident since 2013. More effective use of Year 9 and 10 assessment data should assist provision of higher quality outcomes for all students.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
10 August 2016
About the School
Location |
Palmerston North |
|
Ministry of Education profile number |
200 |
|
School type |
Secondary (Years 9 to 13) |
|
School roll |
1253 |
|
Number of international students |
55 |
|
Gender composition |
Female 55%, Male 45% |
|
Ethnic composition |
Māori |
27% |
Special features |
Māori Rumaki Immersion Class |
|
Review team on site |
May 2016 |
|
Date of this report |
10 August 2016 |
|
Most recent ERO report(s) |
Education Review |
June 2013 |
Freyberg High School - 28/06/2013
1 Context
What are the important features of this school that have an impact on student learning?
Freyberg High School is a large co-educational secondary school situated in Palmerston North. It provides a diverse student population with a wide range of pathways, programmes and opportunities for success. Nearly 30% of the roll identify as Māori and 3% as Pacific. A Māori language immersion unit (Rumaki) for a group of Year 9 and 10 students provides them with extended opportunities for learning through instruction in te reo Māori.
High expectations, self-management and leadership are promoted and supported through a whānau-based structure. The school philosophy ‘to be the best for each student’ is enhanced by productive partnerships with parents, whānau, community groups and agencies. A schoolwide emphasis on the use of e-learning resources and strategies enriches learning across the curriculum. Provision of extension classes and academies in a range of performing arts subjects enable many students to enhance their learning and extend their opportunities to excel. Migrant and refugee students are supported through specialist staffing, programmes and resourcing.
Students value the inclusive culture, where diversity is embraced and celebrated. Learners at all levels and abilities are well supported and their achievements recognised.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Student achievement information is increasingly shared and used effectively by the board and senior leaders to improve student engagement, progress and achievement, especially in the senior school.
Engagement data, including for attendance and retention, indicates improvement. However, trustees and leaders recognise poor attendance is a barrier to achievement for some students. They have set goals to lower truancy rates and improve rates of attendance schoolwide.
National qualification results are improving. The school reports that students in Years 11, 12 and 13, who participate in National Certificates of Educational Achievement (NCEA), have continued to improve their overall rate of achievement since the May 2010 ERO report. These results are comparable to achievement rates in schools of a similar type. The number of students obtaining endorsements in NCEA certificates and in individual subjects has increased. Student achievement information for NCEA is used well to plan and review programmes and this contributes to ongoing improvement.
Leaders and staff are developing their systems and processes to improve the quality and use of student information to raise achievement at Years 9 and 10, particularly in literacy and numeracy. Teachers are beginning to access information from a recently introduced data management system. Next steps in using data should include better identification of all students’ needs, monitoring their progress and evaluating the effectiveness of programmes for learners in these years.
Teachers make effective use of data to plan transitions and programmes to suit the needs of individual students in learning support and special needs areas. Individualised learning experiences enable students to have success, gain confidence and make appropriate progress.
Most students are well engaged in learning. Teachers promote engagement through sharing high expectations for success, a clear purpose for learning and focused feedback. Lessons are well paced. Teachers gather a range of information and, in classes where this is specific to individual learning needs, target their planning accordingly. Some teachers are effectively developing student ownership of learning and as a result students are setting goals and tracking their own progress.
ERO identifies that leaders should make more in depth use of data on all senior students' engagement, progress and achievement. This includes using the range of information from New Zealand Qualifications Authority, Ministry of Education and sources within the school to provide a more detailed picture of the progress and achievement of priority learners at senior levels. This should enable leaders and trustees to better evaluate the impact and effectiveness of strategies and programmes to meet the needs and aspirations of these groups of students.
In addition senior leaders and trustees should:
continue to support teachers’ analysis and use of robust assessment information, based on standardised assessment tools and exemplars in literacy and numeracy at Years 9 and 10
set detailed action plans to support annual improvement targets for accelerating progress and achievement of identified groups of priority learners in Years 9 and 10
continue to review and report on effectiveness of programmes and strategies to improve students’ presence and engagement at school.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school provides flexible courses and pathway options for students at a range of levels across a broad curriculum. Programmes are tailored to meet needs, interests, career aspirations and extend strengths. Guidelines and expectations for planning, teaching and learning reflect the principles of The New Zealand Curriculum and school values.
Students welcome the opportunities to extend their learning and performance through academies in music, dance, drama, tikanga Māori and sports and in junior extension programmes. They value the opportunities to learn in designated digital classes at Years 9 and 10 and in many classes across the wider school. In these lessons, teachers and students regularly use their own or school-provided digital technologies and programmes. This assists with catering for different needs and interests and promotes independence and self-directed learning.
Students’ backgrounds and cultures are well represented in learning contexts. Positive and respectful relationships promote learning in most classes.
Productive partnerships with parents, families, agencies and careers guidance staff and well considered workplace learning opportunities support appropriate learning and career pathways for students.
Teachers participate in professional learning and development (PLD) initiatives and programmes to improve their knowledge and skills. PLD is closely linked to teachers’ needs and priorities. Professional learning groups provide collegial support and strategies to improve practice.
Teacher evidence-based reflection on the effectiveness of their practice is variable when compared to schoolwide expectations. Examples of effective leadership, collegiality and reflection are particularly evident amongst teachers of Years 9 and 10 writing classes. These teachers are beginning to evaluate their writing programmes and practices to better meet students’ needs and raise overall literacy achievement.
School leaders recognise the need to raise Pacific achievement. Recent initiatives based on a Pacific Education Plan for 2013 to 2015 show the benefits of recognising the cultures and identity of students and fono. These strategies, together with setting specific targets, have potential to promote positive outcomes for Pacific students as priority learners in the school.
How effectively does the school promote educational success for Māori, as Māori?
Trustees and school leaders have promoted a range of strategies to promote Māori language, culture and identity across the school. Consultation with, and input from whānau and several Māori teaching staff, support these initiatives and programmes to improve success of this group of priority learners. The retention rates of Māori students to age 17 has improved to be comparable with those for Māori nationally.
Innovative leadership impacts positively on teachers promoting success for Māori as Māori. School‑initiated research and surveys by curriculum leaders provide useful staff development and teaching strategies.
Regular staff PLD in te reo Māori, development of cultural competencies, a school haka and waiata, demonstrate the school’s commitment to strengthening cultural recognition of Māori learners.
While there has been progress in rates of achievement, engagement and opportunities for high levels of success in such areas as te reo Māori at NCEA and kapa haka, trustees and leaders recognise the need for further progress in engagement and achievement. Improvement in attendance rates, acceleration of literacy and numeracy progress and NCEA qualifications of Māori leavers are included in overall school priorities.
The board and school leaders should continue to consult with whānau to formalise a strategic plan with specific improvement targets and outcomes for identified cohorts or groups. This framework and action plan should improve trustees’ capacity to monitor, question and evaluate the effectiveness of programmes and initiatives to improve rates of success for all Māori.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to improve its performance. The strategic plan promotes the school values, teacher competency and is aligned with national priorities. Trustees are well informed through regular reports about many aspects of school operations and use the information for planning. Relationships between the board and senior leadership and administration team are productive.
Leaders focus on improving teaching and learning. Regular meetings, reports and in-class visits promote discussion and monitoring against professional expectations and practice. Senior leaders and ERO have identified the need to further develop the appraisal framework to be more explicitly linked to student outcomes.
Useful and productive strategies are evident for engaging with families, whānau and fono. Feedback contributes to ongoing school improvement and communication initiatives.
The climate is positive and inclusive. Diversity is recognised, celebrated and reflected in the school culture. Students contribute their ideas and time to school events and decisions through leadership roles, student council and whānau representation. Students with high needs participate in a range of activities in and outside the classroom. Positive relationships, individual rights and fairness are promoted with a focus on student self-management.
Self review is encouraged, evident across the school and used to promote improvement. These processes should be strengthened with consistent follow up and evaluation against more specific goals and targets at classroom, department and schoolwide levels.
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. At the time of this review there were 32 international students attending the school.
The school has attested that it complies with all aspects of the Code.
ERO’s investigations confirmed that the school’s self-review process for international students is thorough.
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 again?
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
About the School
Location |
Palmerston North |
|
Ministry of Education profile number |
200 |
|
School type |
Secondary (Years 9 to 15) |
|
School roll |
1313 |
|
Number of international students |
32 |
|
Gender composition |
Male 45%, Female 55% |
|
Ethnic composition |
New Zealand European/Pākehā Māori |
60% |
Special Features |
Māori Immersion Unit, Teen Parent Unit, Special Education Unit, Resource Teacher: Learning and Behaviour Lead School |
|
Review team on site |
April 2013 |
|
Date of this report |
28 June 2013 |
|
Most recent ERO report(s) |
Education Review |
May 2010 |