Napier Boys' High School

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Education institution number:
216
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Boys School)
Definition:
School with Boarding Facilities
Total roll:
1098
Telephone:
Address:

31 Chambers Street, Napier

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Findings

Napier Boys’ High School caters for a range of academic, vocational, sporting and cultural interests. Achievement in NCEAs is above national and similar school rates. Significant changes for enhancing school performance are being developed. Building capability for working with data to inform evaluation and review is a key area for development.

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?

Napier Boys’ High School is a long-established secondary school in Hawke's Bay for boarders and day boys in Years 9 to 13. Traditional values include honesty, respect and self-discipline and are enacted in guiding day-to-day relationships.

At the time of this ERO review, there were 1171 students enrolled and 173 resided in Scinde House, the school’s boarding hostel. About 25% of the roll identified as Māori. An additional 35 students were international fee-paying or exchange students.

Since the November 2013 ERO report, there have been significant changes of personnel. These include the appointment of a new headmaster in 2016 and a new senior manager in 2015. The newly elected board of trustees is leading the review of the strategic plan to set school direction for the next three years.

The property is large and includes a farm, vineyard, planetarium and community high school. Grounds and facilities are attractively presented and maintained well. A substantial rebuild is planned and this will provide for changing approaches to teaching and learning.

The school is part of the Napier City Community of Schools. Together the schools have set goals to raise student achievement in literacy, numeracy and science, and facilitate smooth transitions for fostering student success.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Overall, a large majority of senior students achieve the National Certificates of Educational Achievement (NCEAs) Levels 1, 2 and 3. Results are above schools nationally and for schools of a similar type.

Trend data for the past three years indicates there have been some small improvements in the achievement of certain groups. However, Māori student performance has been consistently below that of Pākehā peers, with the difference increasing at Level 3.

The achievement of Pacific and Asian students is monitored each year. Improving the achievement of Māori students, and raising the proportion of merit and excellence certificate endorsements in NCEA overall, are ongoing focus areas.

Leaders and teachers collect and reflect on a wide range of data across the year groups and learning areas. Assessment information is used to place students in classes at Years 9 and 10, to inform teaching programmes and monitor progress.

Students identified as having greater literacy and numeracy learning needs receive targeted and additional support for developing skills and understandings. The school’s tracking information indicates these strategies are assisting those who remain in the school to achieve NCEA Level 1.

To increase student engagement, progress and achievement, leaders should enhance schoolwide capability for in-depth analysis and effective use of relevant information to better:

  • inform strategic direction, annual planning, targets and resourcing
  • identify and respond to individual student strengths and needs
  • support teachers to inquire into and develop practice
  • track, monitor and respond to what is known about the progress of individuals, groups and cohorts
  • evaluate the impact of teaching and learning, and innovations, on student outcomes.

Strengthening data literacy is likely to assist with accelerating student progress and achievement, as expected in the annual targets and goals.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The curriculum provides opportunities for most students to achieve well. They are offered a wide range of curriculum choices, making good use of facilities on and off site. The traditional values are enacted across the school and students are encouraged to strive for personal best.

ERO observed respectful interactions. Students understand what is expected of them and focus well on tasks and activities. School and classroom tone is calm, productive and supports learning. A sense of belonging is evident.

A comprehensive careers and guidance programme assists students to make informed choices for their future. From Year 9, students embark on curriculum pathways that acknowledge their strengths and interests. Course and class organisation are responsive to learning abilities and needs. Most students gain qualifications that stand them in good stead for further study or employment options.

Students are invited to share their views about curriculum provision. Teachers use data and student feedback to reflect on and adjust programmes and teaching. Individual wellbeing, learning and achievement are monitored by deans and form teachers, and response is timely.

Parents receive regular reports on their son’s engagement, progress and achievement. They have the opportunity to participate in a range of events to learn about, or be involved with, the school curriculum. Levels of attendance and survey responses indicate that these opportunities are valued.

How effectively does the school promote educational success for Māori, as Māori?

Good strategies are being introduced for increasing Māori students’ engagement, retention and success in achieving qualifications.

A Whānau Rōpu has been re-established with the support of the headmaster. This group has met regularly during 2016 and assumed leadership for guiding the way forward. Since establishment, interest and numbers have grown. Members are exploring a formal relationship with the Pukemokimoki marae, with representation on the Rōpu.

The whānau group has an important role in contributing to the review of the charter and strategic plan. Māori student feedback has given valuable insights into how success for Māori as Māori can be planned for. Consideration is being given to development of the environment, curriculum and pastoral systems, so they reflect, and are responsive to, students’ cultural heritage and potential.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain its performance and improve student outcomes because many positive conditions contribute to a sound platform for moving forward. Ongoing development needs to focus on improving internal evaluation processes.

Significant changes for enhancing school performance are being considered. Senior leaders and trustees are reviewing school direction, management structures and systems. These include shared expectations for effective teaching and learning, the appraisal and pastoral care systems, and delegation of associated responsibilities.

Consultation for the review of the charter and strategic plan has begun. In finalising this document, the board should be sure that the goals are expressed clearly as outcomes and can be owned by all participants.

Annual objectives and targets need to be supported with specific indicators of quality or success, to assist with monitoring at appropriate intervals and evaluation of impacts. While these processes are currently undertaken across the school, making better meaning and use of data should enrich information for reporting, evaluation and planning.

The school enjoys strong community support. Family and whānau engagement are encouraged and valued.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new requirements.

At the time of this review there were 35 international students attending the school, including 4 exchange students.

The school has begun to align its policies and procedures to meet requirements for the 2016 Code.

Provision for students in the school hostel

The school hostel, Scinde House, accommodates 173 students, 15% of the school roll. It is owned by the Napier Boys’ High School board of trustees. The hostel owner has attested that all the requirements of the Hostel Regulations are met. Since the 2013 ERO review, there has been ongoing upgrading of the boarding facilities.

Well-developed procedures are implemented to support the physical, emotional and intellectual needs of the boarders. There is a comprehensive orientation process for Year 9 boys, including mentoring from senior boarders.

Meaningful opportunities are provided for boys to develop leadership and take responsibility. Ready access to recreation activities and facilities is valued. Feedback from boarders about hostel systems and relationships is regularly sought and responded to.

Relationships within the hostel, and between the hostel and the school, promote a positive environment that supports learning for students. Boarders spoken with by ERO valued and appreciated the supportive, family-like atmosphere. There is a consistent focus on academic progress and achievement.

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.

With the appointment of the headmaster in 2016, and the impending election of new trustees, the outgoing board conducted a stocktake of governance policies. This process helped to identify several areas for ongoing review and development. Trustees are working on addressing these in a planned way. When completed, the board should be able to evaluate how well policy intentions are met, from information reported and identify where review or action is required.

Conclusion

Napier Boys’ High School caters for a range of academic, vocational, sporting and cultural interests. Achievement in NCEAs is above national and similar school rates. Significant changes for enhancing school performance are being developed. Building capability for working with data to inform evaluation and review is a key area for development.

ERO is likely to carry out the next review in three years. 

Joyce Gebbie

Deputy Chief Review Officer Central

13 October 2016

About the School

Location

Napier

Ministry of Education profile number

216

School type

Secondary (Years 9 to 13)

School roll

1171

Number of international students

35

Gender composition

Male 100%

Ethnic composition

Pākehā

Māori

Pacific

Asian

70%

25%

3%

2%

Special Features

School boarding hostel

Review team on site

August 2016

Date of this report

13 October 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2013

August 2010

June 2007

1. Context

What are the important features of this school that have an impact on student learning?

Napier Boys’ High School is located in Hawke's Bay and caters for students in Years 9 to 13. The school has a positive, welcoming and purposeful tone. Traditions are valued. Expectations based on honesty, respect, self discipline and integrity prepare boys to be ‘good men’. These aspects are evident in the interactions between students and teachers. Scinde House students have a strong identity with the hostel. It is an integral part of the school.

Students take advantage of the opportunities to thrive and achieve inside and outside the classroom. Their success in academic, sporting, arts and cultural endeavours is celebrated. Senior boys and leaders are seen as role models. School trustees and leaders have high expectations for students’ learning and achievement and these are clearly communicated. Families and whānau are seen as important partners, and are actively involved, in the school.

Considerable refurbishment of the school’s facilities has occurred since the August 2010 ERO report.

2. Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Assessment information is collated and analysed school-wide. At Years 9 and 10 level there has been considerable progress since the August 2010 ERO report in the collection, use and reporting of data in relation to The New Zealand Curriculum. As a result of extensive review, parents and whānau receive clear and timely reports on their sons' progress and achievement in relation to national curriculum levels and the gaining of National Certificates of Educational Achievement (NCEA) credits.

Students in Years 11 to 13 continue to achieve NCEA qualifications at levels higher than students nationally and those in similar schools. The percentage of school leavers with at least NCEA Level 2 has increased and in 2012 was similar to that for students nationally.

Since 2010, increasing NCEA Level 1 achievement has been a focus for the school. This has resulted in more Year 11 students gaining Level 1 in 2012. The school considers that there is a connection between this result and the increased professional learning and development emphasis for staff, on effective classroom teaching. Students are successful in gaining New Zealand Scholarships in a range of subjects. A growing proportion of NCEAs are achieved at merit and excellence level compared with previous years. Increasing the number of endorsed certificates, to further improve the quality of leaver qualifications, should continue to be a priority for departments.

Māori students' NCEA Level 1 achievement has improved significantly since the previous ERO review. Trustees, managers and teachers are committed to ensuring raising Māori student achievement continues to be a priority. ERO's evaluation affirms this priority.

Senior leaders and teachers analyse NCEA data and identify improvements required to lift achievement. Senior managers ensure that department reviews are meaningful and focused on improving all students’ achievement. Department leaders receive high quality feedback on reviews of their learning area. Senior managers are building subject leaders’ capacity to analyse student data as part of their review process and to identify strategies to progress students and improve teaching and learning.

There is early identification of students most at risk with their learning. Programmes are responsive to students’ needs and interests. Achievement information collated by the school indicates that, in 2012, most of these students made good progress.

Teacher conversations make good use of achievement information to share and influence strategies they use that promote success. Such communication is related to Te Kotahitanga, a professional learning and research programme, that supports school leaders and teachers improve Māori students' learning and achievement. Year 9 and 10 teachers and subject departments should continue to strengthen their reviews through the analysis of assessment data to:

  • show individual student progress over time
  • evaluate the effectiveness of teaching programmes
  • identify next steps to enable success for all students.

Pacific students at the school are mainly Samoan and Tongan. Year 9 and 10 Pacific students in targeted programmes make good progress. Continuing to respond to these students’ individual strengths and needs should lead to improved achievement. Students appreciate the work done by their teachers to value their culture and keep them focused on achieving. Pacific learners are actively engaged in a wide range of activities outside the classroom. Leaders amongst the Pacific students are accessible and regularly offer guidance to the junior students. Pacific parents are involved in the school through their children’s activities.

The board receive useful data for Year 9 to 13 Pacific students in department reports.

3. Curriculum

How effectively does this school’s curriculum promote and support student learning?

A clear rationale is used by leaders in designing the curriculum and emphases for learning. Senior managers and teachers are responsive to the increased retention of students since the previous ERO report, and have broadened pathways in the senior school curriculum. Adjusting learning and teaching according to students' needs and abilities is evident in curriculum areas.

Teachers effectively use a wide range of strategies that support student engagement in purposeful learning. These include:

  • respectful and reciprocal relationships and interactions
  • opportunities for students to bring and use their own experiences in authentic learning contexts
  • affirming learner contributions
  • students feeling confident to seek clarification and share their ideas.

Information and communication technologies are used effectively as an integral tool to enhance teaching and learning.

Advice and guidance about possible learning pathways is responsive to students’ interests and strengths. Families and whānau are included in these conversations. Students have a clear understanding of future options and choices they need to make for careers. Strong links to tertiary institutions, local businesses and the wider community help students develop knowledge, skills and plans for their future.

How effectively does the school promote educational success for Māori, as Māori?

Professional learning and development through Te Kotahitanga has focused on teachers further developing their practices to support Māori learners. This includes building learning relationships and adapting their practice to increase Māori student engagement in learning and achievement. There is a focus on responding to the experiences Māori students bring with them and using their prior learning. Teachers have high expectations of Māori students as learners. They use Māori student data to inform discussions about student progress and identify teaching strategies to enable success for Māori students.

Māori students take advantage of the opportunities to be leaders. They are successfully involved in a wide range of sport, cultural, performance and arts activities.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

Napier Boys’ High School is well placed to sustain and improve its performance and continue to do ‘the best for all boys’. School leaders have responded positively to areas for development in the previous ERO report. The school is highly focused on ongoing improvement.

Effective self review is promoted by school leaders. A cycle of review identifies priorities for improvement. Outcomes are used to inform decision-making and improvement. Multiple sources of information are used and there is some good analysis of information. Further development of a shared understanding of review is recognised as a next step by senior managers.

Trustees are well informed and use student achievement information to consider the impact of initiatives and resourcing decisions. They are focused on improving outcomes for students and monitoring progress towards goals.

Targeted professional learning is a strong feature of the school. It supports teachers to develop a sense that they can make a difference for all students. Teachers are a community of learners who regularly reflect on their practice. Their appraisal goals and comprehensive observations are aligned with professional learning priorities.

Senior managers expect and lead high expectations for students’ learning and achievement, and teacher practice. They are very accessible to parents and whānau. The headmaster is enabling leadership to grow amongst staff through delegation across the school.

Established and effective systems support students’ emotional well-being and sense of self. Senior managers, trustees and teachers take all possible steps to make the school a safe and inclusive environment for students.

Information from families, whānau, students and the wider community is often gathered, considered and included in school reviews.

Provision for international students

Napier Boys’ High School continues to provide its international students with high quality pastoral care supported by well-documented systems. The orientation programme for new students is well managed and ensures they settle readily into the school. Students receive good individualised English language support to assist them with their learning. Careful consideration is given to the placement of students in subject classes. Students’ progress and achievement are closely monitored by the international dean and their tutor teacher.

The school has effective processes for communicating with parents when students enrol. Students are well supported to help them integrate into life at the school. They have every opportunity to participate and succeed in activities inside and outside the classroom.

Napier Boys' High 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 17 international students attending the school.

The school has attested that it complies with all aspects of the Code.

ERO’s investigation confirms that the school’s self-review process for the international students is thorough.

Provision for students in the school hostel

The school hostel, Scinde House, accommodates 185 students, 15% of the school roll. It is owned by the board of trustees of Napier Boys’ High School. Boarders are mainly from Hawke's Bay and nearby provinces. Hostel staff and students work positively together to take all reasonable steps to provide a safe emotional and physical environment that supports learning.

Communication between the hostel and boarders' families and whānau is regular and informative. Planned activities provide challenge and interest and support across year level interactions. Supportive and positive relationships are very evident. Accommodation and other facilities are fit for purpose, comfortable and well maintained. Homework sessions are well supervised and provide access to teaching staff who are able to support boarders' learning. Parents and boys have the opportunity to contribute their opinion about the hostel environment and activities, including aspects affecting student well-being.

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.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years.

Image removed.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

12 November 2013

About the School

Location

Napier

Ministry of Education profile number

216

School type

Secondary (Years 9 to 13)

School roll

1191

Number of international students

17

Gender composition

Male 100%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

74%

24%

2%

Review team on site

July 2013

Date of this report

12 November 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2010

June 2007

May 2004