William Colenso College

School Context

William Colenso College provides education for 365 students in Years 7 to 13. At the time of this ERO evaluation, 80 students were in Years 7 and 8. Māori students comprise 57% of the roll and Pacific 8%.

The college states that its valued outcomes for all students are to Aspire, Act, Achieve - Wawatatia, Mahia, Ekea. Key values supporting this include: Manaakitanga- Respect, Whanaungatanga - Belonging and Hirangatanga - Excellence in effort.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics for Years 7 and 8

• progress and achievement in relation to curriculum levels for Years 9 and 10

• accelerated progress in Years 7 to 10

• achievement in Years 11 to 13 within the New Zealand Qualifications Framework

• progress and achievement in relation to the school’s annual targets

• outcomes for students with additional learning needs.

The Hawkes Bay School for Teenage Parents and an associated early childhood centre are located within the college grounds. The college is part of the Matariki Community of Learning | Kāhui Ako.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Achievement has increased significantly in some areas since the 2014 ERO evaluation, but areas requiring improvement remain.

The college reports that in 2016 just over 40% of Years 7 and 8 students were at or above expectation in reading and writing, and 52% in mathematics. The Year 8 data was significantly improved from the previous year.

Overall achievement in reading, writing and mathematics improved from 2015 to 2016. Māori achievement was below that of their peers within the school in mathematics. Most of the small number of Pacific students achieved at or above expectation for their year level. Males’ achievement in literacy is lower than that of females, particularly in writing.

Since 2014, there has been significant improvement in National Certificate of Educational Achievement (NCEA) results overall and for Māori students, especially at Levels 1 and 3. The percentage of students at all year levels gaining NCEAs is similar to the national percentages.

The difference between in-school Māori and non-Māori NCEA achievement has reduced over time, but a disparity remains at Levels 1 and 2. Females at Levels 1 and 3 achieve higher than males.

A current focus is to increase the number of NCEA certificate endorsements. Provisional 2017 data indicates good progress with this at Level 1.

The percentage of students leaving the college with at least NCEA Level 2 has remained about the same since 2014. This is an area needing improvement. Leavers with NCEA Level 3 increased significantly in 2016. Leaver qualifications for females are higher than for males.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

When they enter the college a significant proportion of Year 7 students are below curriculum expectation in reading, writing or mathematics. Many Māori, Pacific and other students make accelerated progress of more than one year in Years 7 and 8. Some of these learners reach expectation. However, for a significant number progress is not sufficient for them to be at the expected level by the end of Year 8.

Improved achievement in NCEA has enabled more Māori and other students to extend the pathways available to them within the school and once they leave.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

An inclusive and supportive approach to young people, focused on realising their potential, is highly evident. Educationally powerful relationships and a whole-school commitment to community collaboration are prioritised. Collaboration within the Matariki Kāhui Ako is improving transition between schools and contributing to teacher knowledge and capability that is likely to improve outcomes for learners.

Deliberate strategies are strengthening connections with whānau. Leaders are increasingly using whānau input in decision making the curriculum Student, whānau and community voice are sought and valued.to ensureresponds sufficiently to student and whānau knowledge and aspirations.

Culturally responsive and relationship-based teaching practice is emphasised and effectively promotes learning. Teachers’ professional learning and review focuses on establishing conditions for students to participate within caring, collaborative and inclusive learning environments. The curriculum strongly reflects te ao Māori and cultural knowledge. Māori and Pacific languages, culture and identity are valued.

The curriculum and individual programmes respond to student strengths, needs and potential pathways. The school is building knowledge of leavers’ destinations to determine how effectively the curriculum contributes to meaningful pathways for students.

Students’ pastoral needs, wellbeing and sense of belonging for educational success are supported effectively. Restorative practices strengthen respect within classrooms and the school. The student support centre individualises its services. Te Whānau Ora provides for the learning of students who need extra support. Well-considered care plans for those with more complex needs include wraparound support, adapted programmes and links to external agencies.

cademic mentoring within senior classesStudents needing acceleration or improved achievement in national qualifications are identified at each year level, with strategies to support them. Staff and other adults take collective responsibility for assisting them to achieve success. This includes a.

Achievement information is used to identify the focus for teaching, need for extra support, the progress students make and outcomes. Increased use of assessment data over time for individual students is enabling greater consideration of the impact of teaching and the curriculum on their progress.Regular monitoring of progress is shared with trustees and contributes to the board’s decision making.

Leaders collaboratively develop and pursue the school’s vision, goals and targets for equity and excellence. Expectations for supporting the success of all students are well established. Use of relevant expertise and development of leaders’ and teachers’ collective capacity contributes to inquiry and knowledge building for sustained improvement in student outcomes.

Trustees actively represent the school and education community in their stewardship role. The strategic plan provides a suitable framework for continuing improvement. Annual targets are based on accelerating the progress of identified groups of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

The college acknowledges that accelerating progress in the middle school and improving senior qualifications for a number of students, is a continuing priority. It has identified a need to:

• continue developing the use of learning progressions for Years 9 and 10 to assist teachers to better prepare students for achievement in Year 11
• strengthen use of standardised assessment tools in Year 10 to show student progress over time
• increase the percentage of students leaving with at least NCEA Level 2 through continuing to extend culturally responsive and relational practices and development of the senior curriculum
• further develop transition practices to support more effective engagement and learning, particularly for those likely to be at risk of low achievement, including for students who start in the college at senior year levels.

ERO’s evaluation agrees with these priorities. The board should also set a leaver qualification target as an important indicator of the quality of student outcomes.

Improving student attendance through a range of strategies has resulted in significant improvement over time for some. For a small number there continue to be high levels of absence, as a significant barrier to their learning and achievement. Trustees have previously set targets for improving attendance, and see the need to reinstate these to prioritise strategies to improve attendance for those students at risk.

An appropriate, generally well-implemented process supports the performance appraisal of teachers. Leaders should continue to strengthen the school-wide quality of some components of the process to ensure it contributes effectively to improving all teachers’ practice.

Leaders and teachers are reflective and improvement focused. A range of processes and prompts guide analysis and encourage evaluation of the impact of their practices for priority learners. Continuing to enhance internal evaluation should focus on more clearly identifying the impact of teaching and initiatives on student learning outcomes.

3 Board assurance on legal requirements

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:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• finance

• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The college is a signatory to the Education (Pastoral Care on International Students) code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The college has attested that it complies with all aspects of the Code. Comprehensive ongoing review enables it to effectively monitor compliance with the Code.

At the time of this review there were 30 international students attending the college.

Leaders and school personnel ensure suitable support for international students. All students have homestay accommodation. The college has regular contact with the families who host students.

School staff work collaboratively to provide appropriate pastoral care. Wellbeing and achievement is well-monitored. Positive relationships are built with students. They are effectively integrated into wider college life and participate in a range of sporting and cultural events.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the college can draw on existing strengths in:

• relationship based, culturally responsive and personalised approaches that promote student and whānau belonging and assist learners to realise their potential
• pastoral and wellbeing provision that responds holistically to students’ diverse needs and increases their opportunity for learning success
• collaborative leadership that establishes coherent processes, maintains high expectations and is improvement focused.

Next steps

For sustained improvement and future learner success, development priorities are in:

• consolidating home and school collaboration linked to learning, and decision making that is responsive to students’ learning needs, as identified by the school

• increasing the attendance and engagement of some students to improve their opportunity for educational success

• enhanced internal evaluation to determine the impact for students of teaching and initiatives, and contribute to ongoing development.

ERO’s next external evaluation process and timing

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

21 December 2017

About the school

Findings

Strong community links contribute to a charter that is consultatively developed and provides clear school direction. Responsive learning opportunities, systems and processes support positive outcomes for students. Culturally responsive strategies are designed to engage Māori students in learning. Trustees and leaders recognise a continuing need to engage and accelerate all learners’ progress.

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?

William Colenso College provides education for 360 students in Years 7 to 13. Māori students comprise 65% of the roll, and NZ European 24%. There are more girls than boys on the roll. The 39 international students enhance the multicultural nature of the school.

The Middle School comprises Years 7 to 9 students. They are home-roomed, meaning that the majority of their school day is spent with one classroom teacher who integrates learning areas. A significant number of students enters the college at Year 9.

The school charter is underpinned by four key goals; responsive outcomes for all learners, responsive systems and processes, responsive learning opportunities, responsive relationships. Continued improvement in students’ attendance, engagement and achievement is recognised as a school priority.

A feature of the school culture is the strong focus on building and fostering positive relationships among staff, students, parents and whānau. Many initiatives have contributed to the strong culture of wellbeing. Examples include; restorative practice, building relationships to support learning, the vertical form structure for Years 10-13, the development of Te Whānau Ora as a learning and behaviour centre, and Careplan meetings involving whānau and agencies.

A teen parent unit and attached early childhood centre cater for teen mothers across Hawke's Bay and are integral parts of the school.

Areas identified for development in ERO’s 2011 report have been addressed by school managers and trustees. Progress with the analysis and use of student achievement information is ongoing.

2 Learning

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

The school makes good use of achievement information to make positive changes to learners’ engagement, progress and achievement.

The board has set achievement targets that are consistent schoolwide. Teachers actively participate in co-construction meetings where student achievement data is analysed and discussed and programmes are reviewed and adapted.

Since ERO’s 2011 review, department reviews have been strengthened. They have a strong focus on raising achievement. Heads of Learning (HoLs) are guided by a useful reporting template and receive capacity-building feedback from the principal. These reports are shared at board meetings.

Year 7 to 10

In Year 7 and 8, teachers use information from a range of sources to inform National Standards judgements in reading, writing and mathematics. In-school moderation is assisting teachers to increase the validity of judgements. Building knowledge and a shared understanding of the National Standards is a continuing priority.

In Years 9 and 10 judgements on achievement are based on curriculum expectations and build towards National Certificates of Educational Achievement (NCEA) Level 1.

The achievement of a high proportion of students entering the school is significantly below expected achievement levels. Some students make accelerated progress, but a number continues to be below expectation in literacy and mathematics.

Targets are set to significantly improve learning for those achieving below expectation. Some teachers make good use of information that shows the extent of students' progress, to consider the impact of their teaching, particularly on accelerating learning.

Assessment information identifies the key teaching areas for individuals and groups. Written language was prioritised in 2014.

A strength of the school is the support provided for students identified as needing extra support through well-considered programmes for groups and individuals.

NCEA

Improvements to the achievement of students in NCEA since the previous ERO review are evident, especially at Level 1. Most students who complete Year 13 gain at least NCEA Level 2.

There has been significant improvement for Māori students at Levels 1, 2 and 3. Māori, on average, now achieve at similar levels to other students in the school. The comparatively small numbers of Pacific students generally achieve at similar levels to those in comparable schools.

The college has an appropriate goal of raising the proportion of students remaining at school until their 17th birthday to ensure they gain at least NCEA Level 2.

The school is focused on providing positive achievement outcomes for every student. Many effective strategies have been introduced to support this aim, including tracking and monitoring of students towards NCEA qualifications. The school actively seeks parent and whānau involvement in their child’s learning.

Increased consideration of leaver qualifications (both for individuals and groups) should assist the school to more effectively review the impact of the curriculum on student achievement.

Attendance issues impact on the learning and achievement of some students. Comprehensive initiatives are in place to improve attendance, including close liaison with home. This has resulted in improved attendance for some students.

3 Curriculum

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

The school’s curriculum promotes and supports student learning. It is responsive and regularly reviewed to meet individual and group needs. Literacy and numeracy are key focus areas within the curriculum.

The middle school curriculum is responsive and supports success for Māori as Māori. The innovative, multi-level and flexible senior curriculum provides a range of course options. This enables students to follow a variety of interests and pathways.

Most students participate in the social, cultural and sporting elements of the curriculum. Successes are celebrated.

There is a wide range of initiatives designed to increase engagement. They include having responsive relationships, responsive leadership, restorative practice and a focus on presence. Self review indicates that more consistent implementation of expectations is needed, as student engagement in learning is variable. Leaders recognise the importance of continuing to develop and implement strategies to engage and accelerate all learners’ progress. ERO’s evaluation confirms this.

A key strategic focus is to develop meaningful relationships with the community. The recently introduced vertical form structure, using all teachers as mentors, facilitates closer school-whānau links. The board actively promotes home liaison and intervention for learners at risk of not succeeding, especially in relation to attendance and retention.

Student wellbeing is regarded by all as paramount. A recent survey indicated that students feel well supported by adults in the school. The student support centre provides a range of services to provide for students’ social, emotional and physical wellbeing.

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

A high proportion of the students identifies as Māori. Teachers meet regularly and formally to discuss practices to assist them to develop culturally responsive strategies to engage Māori students in learning.

Ongoing review and development of the school’s curriculum and teaching practice help the school to promote education success for Māori as Māori. The curriculum reflects a valuing of students’ language, culture and identity. There are increasing opportunities to gain NCEA in content areas that are relevant to the Māori students. These include place-based learning at local marae and other locations.

Te ao Māori, te reo Māori and tikanga are an integral part of students’ schooling experience. Te reo Māori is a compulsory subject in Years 7, 8 and 9.

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. The well-considered, consultatively developed charter and annual plan set a clear vision and direction for the school. The annual plan target goals are student-centred.

Trustees are well informed on progress towards meeting goals. In-depth reflection and review support the board in making appropriate resourcing decisions and taking actions to improve student presence, engagement and achievement. There now needs to be more focused evaluation on the impact of strategies on target students.

Senior managers’ strengths and skills complement one another. They have a clear vision and articulate high expectations for teachers and students. The leaders actively promote high quality relationships and their collaborative approach ensures responsibilities are clear and appropriately distributed. They know students, their families and the community well.

A revised appraisal system directs teachers to reflect on their practice. Culturally appropriate and responsive teaching indicators and data-driven evidence, along with improvement-focused observations, promote teacher development.

Trustees have particularly good community links. They use a variety of strategies to ensure all sections of the community, including those who are harder to reach or are under-represented, are consulted.

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 all aspects of the Code. A comprehensive review of its systems and procedures, to confirm they align with the Code, has recently been conducted.

At the time of this review there were 39 international students attending the school. Most students came from Germany (13) and Brazil (11).

International students achieve well throughout their time at the school. A director of international students, a home-stay coordinator and two specialist teachers of English language learners (ELL) have high expectations for their achievement. They work together to monitor students’ needs and use a range of strategies to promote their learning. The ELL classroom provides a base for students to learn English and access support.

All students have home-stay accommodation. The coordinator is on site and available for school, social and home-stay discussions. She has regular contact with the families who often meet together over the year.

International staff liaise well with the HoLs, management and the home-stay director to share useful student information. School staff and management work collaboratively to provide a good level of pastoral care. They build positive and productive relationships with students. Students integrate well into school life and participate in a range of sporting and cultural events.

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.

Conclusion

Strong community links contribute to a charter that is consultatively developed and provides clear school direction. Responsive learning opportunities, systems and processes support positive outcomes for students. Culturally responsive strategies are designed to engage Māori students in learning. Trustees and leaders recognise a continuing need to engage and accelerate all learners’ progress.

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

Joyce Gebbie

National Manager Review Services Central Region

20 October 2014

About the School