St Joseph's Maori Girls' College

Hostel Report 

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings 

The hostel proprietors, St Joseph's Māori Girls' College Trust Board, has attested in the Hostel Assurance Statement that they do not meet all the requirements of the Hostel Regulations 2005.

The school and hostel buildings are located on land owned by the proprietors.  As per the State Integration Agreement, the Trust Board are responsible for maintaining the hostel buildings. Currently, the Hostel Buildings are undergoing major renovations and earthquake strengthening. A partial renovation of the hostel has recently been completed. Boarders express they are enjoying their new and modern surroundings. 

The boarders have a clear understanding of the support systems in place for them and state they are well supported by the Whaea Atawhai (Pastoral team). Allocated times after school and in the evenings supports the boarders in their learning. Hostel routines are well known and adhered to throughout the hostel. Boarders speak highly of the strong friendships they establish with each other.

The staff of the boarding hostel provide an environment for the boarders to comfortably live and learn. 

The hostel is governed by the Trust Board and the Hostel Management Board, whose members are representatives of the two communities that contribute to the special character of St Joseph's Māori Girls’ College (Māori and Catholic) as well as staff and whānau whānui. At the time of the ERO review, the Hostel Management Board and Trust Board were seeking to employ a new hostel manager. 

It is timely for these boards and management to urgently review the following systems and processes to ensure all practices meet regulatory requirements, to support the physical and emotional safety and wellbeing of the boarders. These include:

• understandings of the roles, responsibilities and accountabilities to do with duty of care for boarders in the hostel 
• regular reporting by the hostel manager to both the hostel boards (Management and Trust) with expectations for reporting to be made clear by the boards 
• an immediate review of all policies and procedures, that includes whānau whānui/carers and boarders as part of the review process, ensuring these are fit for purpose and followed up by a regular cycle of robust self review. These procedures must include risk management for excursions and whānau staying in the hostel
• following at all times the hostel procedures for the identification, documentation and remediation of hazards
• the development of a robust cycle of internal review that includes, boarder feedback on their experiences of hostel living, communication and interactions whānau have with hostel staff, and the information they receive about their child’s learning and living experiences.

Actions for Compliance

ERO and the board identified non-compliance in relation to: 

• administration
• personnel

In order to address this, the Trust Board must: 

• ensure procedures for resolving complaints are in place, followed through with and completed; complaints procedures widely socialised to all whānau/carers
• have in place the range of policies and procedures necessary to ensure the safeguarding of the boarders at all times.
  [Section 470 of the Education and Training Act 2020]

The hostel owner/manager has taken steps to address the areas of non-compliance identified.

Shelley Booysen
Director of Schools

2 December 2024 

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

Summary

St Joseph’s Māori Girls’ College is a state integrated secondary school that has a roll of 209 young Māori women. Students generally transition to the college from Year 7 through to Year 9 from primary schools throughout New Zealand. The attached boarding facility is an integral part of the school.

The college places an emphasis on holistic education, underpinned by Māori and Catholic spiritual and cultural values.

There is a stable and long standing leadership team. Experienced and newly elected members make up the board of trustees.

How well is the school achieving equitable outcomes for all students?

Well-considered and purposeful systems and processes contribute to a positive achievement trajectory for students at the college.

Although most girls in Years 7 and 8 achieve at or above in relation to National Standards in reading, writing and mathematics, school data shows that many entering the school are achieving levels below national expectations. Comparative assessment information from Years 7 to Year 11 shows many progress well, with accelerated levels of achievement evident.

Students’ achievement in the National Certificates of Educational Achievement (NCEAs) Levels 1, 2 and 3, generally exceeds national levels. Nearly all students leave the college having gained NCEA Levels 2 and 3.

Positive outcomes for students are nurtured through strong relationships underpinned by the values of manaakitanga and whanaungatanga.Student needs are well known. An holistic approach to the college’s curriculum supports students to become confident and connected learners who can participate in te ao Māori, te ao Katorika and te ao Pākehā.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices. Agreed next steps are to: develop a clear process for systematic, planned internal evaluation; have a shared understanding of effective appraisal processes; and review the curriculum to ensure it provides meaningful and relevant pathways for students.

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

Equity and excellence

How effectively does this school respond to students whose learning and achievement need acceleration?

St Joseph’s Māori Girls’ College thoughtfully implements a range of strategies and interventions to respond to students whose learning and achievement need acceleration.

Most girls in Years 7 and 8 achieve at or above in relation to the National Standards in reading and writing, with about two-thirds in mathematics.

To strengthen the reliability and accuracy of teachers’ overall judgements about Years 7 and 8 students’ achievement in relation to the National Standards, moderation with other schools should be considered.

Some learners in Years 9 to 10 require accelerated achievement to meet curriculum expectations. Comparative assessment information from Years 9 to 11 shows many of these students have improved achievement.

Achievement data in 2016, showed nearly all students achieved NCEA Levels 1, 2 and 3, and University Entrance. Achievement at the college consistently exceeds national rates. Students achieve significantly higher merit endorsements in NCEA Levels 1, 2 and 3, and higher excellence endorsements in Level 1 and 3, than nationally. Nearly all students are leave the school having gained NCEA Levels 2 and 3.

College staff use a range of well-considered practices, and access appropriate external agencies, to support students with additional learning needs. Teachers purposefully use achievement and pastoral information to provide responsive, targeted support.

School conditions supporting equity and excellence

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

Learners whose achievement requires acceleration are appropriately identified in annual targets and through purposeful assessment. The college has a strategic focus on improving outcomes for students through strong relationships underpinned by the values of manaakitanga and whanaungatanga. Learning and engagement are further supported through kanohi ki te kanohi mentoring and coaching.

Students learn in a positive, respectful and supportive learning environment. Their taha Māori and taha wairua are nurtured through the holistic educational practices provided through the college’s curriculum and hostel care. This supports students to become confident and connected learners who can participate in te ao Māori, te ao Katorika and te ao Pākehā.

The college’s curriculum provides an academic pathway that supports students to access and transition into tertiary education and further study. Te reo Māori and religious education are compulsory throughout the college, reflecting its values. Students participate in a range of co-curricular activities that enhance their learning.

Students’ transitions into, through and beyond college are well considered and responsive to the individual needs of students and aspirations of their whānau. Communications focused on learning and pastoral care are regularly shared with whānau, particularly for boarders.

Leaders have well-defined roles and responsibilities. They ensure an orderly and supportive environment that is conducive to student learning and wellbeing. Trustees are well informed and actively support the college’s vision, values, goals and targets for equity and excellence.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The college and ERO agree that the following are key areas to strengthen, to further promote the achievement of equity and excellence for all students. These include the need to:

develop a clear process for systematic, planned internal evaluation for departments at all levels of the school. This should include strengthening the use of achievement information to determine the impact of practices and interventions to improve outcomes for identified students

develop a shared understanding of effective appraisal that aligns with current best practice. The quality of implementation needs to be closely monitored to ensure it becomes embedded practice. Particular attention should be given to developing the evaluative capacity of teachers to understand the impact of their teaching on achievement through teaching as inquiry

review the curriculum to ensure it provides meaningful and relevant pathways to cater for the increasingly diverse needs of students.

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.

ERO identified non-compliance in relation to:

• the principal’s appraisal

• employment of teaching staff who do not have authorisation to teach.

Actions required

In order to address this the board must ensure that:

• the principal is annually assessed against all the professional standards for principals

• any person in a teaching position has a current practising certificate. [Secondary Principals’ Collective Agreement; section 349(2) Education Act 1989]

Since the onsite phase of ERO’s evaluation, the board is taking steps to address these matters.

Provision for students in the school hostel

The hostel is part of the main school buildings and significant to the college. It accommodates up to 150 girls drawn from across New Zealand. In Years 7 and 8, girls are generally weekly boarders. Years 9 to 13 students live full time at the hostel.

The St Joseph’s Māori Girls’ College Trust Board acts as proprietors on behalf of the owners, the Sisters of Our Lady of the Missions. The Hostel Management Board, is responsible for hostel organisation. The acting hostel manager has attested that all the requirements of the hostel regulations are met.

The experienced hostel staff provide a nurturing environment that successfully promotes student wellbeing and upholds the values and special character of the college. Students enjoy the family-like environment where routines and expectations are well understood. Students have opportunities to participate in a range of activities and sports.

Good provision is made for girls to study. Hostel practices effectively complement and support learning within the college.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• develop a clear process for systematic, planned internal evaluation for departments at all levels of the school

• develop a shared understanding ofeffective appraisal processes thataligns with current best practice 

• review the curriculum to ensure it provides meaningful and relevant pathways to cater for the increasingly diverse needs of the students.

ERO will provide an internal evaluation workshop in response to a request by the school.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

3 November 2017

About the school

Findings

St Joseph’s Māori Girls’ College effectively promotes educational success for Māori, as Māori. Staff make very good use of student data to inform teaching and learning. Continuing to strengthen the Years 7 to 8 curriculum will support teachers’ knowledge of National Standards. The college is well placed to sustain and improve its performance.

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?

St Joseph’s Māori Girls’ College is a state integrated Catholic school located in Greenmeadows, Napier. It caters for girls in Years 7 to 13. The college’s roll of 223 includes 150 boarders. The hostel is an important and integral part of the school. In 2013, Years 7 and 8 classes were established at the college.

The values of manaakitanga and whanaungatanga are strongly evident in practices and expectations across the school. Kaumatua, kuia and whānau are valued for their guidance and support of students and staff.

A strong focus on the achievement of girls, emphasises that all students will reach their individual potential and level of excellence as Māori. The Sisters of Our Lady of the Missions Catholic charism is central to the school’s special character. Student leadership is seen as pivotal to creating successful 21st century young women.

Trustees and senior leaders have responded to the areas for further development identified in the August 2011 ERO report. The college continues to have a positive reporting history with ERO.

2 Learning

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

The school makes very good use of student achievement data to inform teaching and learning. Teachers use this data to guide planning and to identify those who require extra support and extension. The school implements a wide range of appropriate interventions for both of these student groups. Their progress is well monitored.

Teachers gather data to show student progress throughout the year. They now need to strengthen the quality and depth of analysis of this data to better inform teaching and learning programmes, and curriculum and department review.

Kanohi ki te kanohi has been reviewed, strengthened and is an embedded practice. Teachers have one-to-one conversations with junior students and their whānau. Goals are set, informed by initial assessment data and information about student wellbeing. These goals are checked and re-set throughout the year. This is an effective way to track and monitor student progress and achievement.

Senior leaders and deans identify senior students at risk of not achieving. They use achievement information to track and monitor the progress of individuals and groups. This information enables teachers to make decisions about support that may be required.

Student achievement information shows that teaching has impacted positively on learning, with good progress being made in Years 7 to 10, particularly by lower achieving students. Data reported to the board of trustees in February 2014 shows many:

• students achieve at or above National Standards in reading, writing and mathematics
• Years 9 and 10 students make good progress in literacy and numeracy.

Since the previous ERO report, the school has maintained very high levels of achievement in National Certificates of Educational Achievement (NCEA) Levels 1 to 3 and University Entrance (UE). Achievement information shows an increase in the proportion of students gaining NCEA merit and excellence endorsements and New Zealand Scholarships.

Parents regularly receive reports that provide them with useful information about their daughter’s progress and achievement. Face-to-face meetings provide whānau with further information to support these reports. Senior leaders are continuing to review Years 7 and 8 reports to ensure parents build their understanding of achievement in relation to the National Standards.

3 Curriculum

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

The St Joseph’s Māori Girls’ College curriculum effectively promotes and supports student learning. Students thrive in a culture of inclusiveness as Māori, with a strong focus on academic achievement.

The Years 7 and 8 classes provide early opportunities to build a foundation for girls to support them moving into secondary education. Learning programmes are well aligned to the Years 9 to 13 curriculum. Teachers work collaboratively and regularly discuss students’ strengths and needs. These discussions inform teaching and learning programmes. Senior leaders should continue to strengthen the Years 7 and 8 curriculum, and understanding of the National Standards by accessing external professional learning and development (PLD).

The school core values underpin all aspects of school life. Students at all levels have a range of opportunities to participate and celebrate success in academic, cultural, sporting and leadership activities. Students receive valuable guidance and support from the careers leader, deans, senior leaders and teachers when selecting subjects to study.

Teaching effectively promotes student engagement, progress and achievement. Students benefit from positive, affirming relationships with their teachers. Students spoken with by ERO were able to talk about their learning and what they needed to do to improve. Continuing to strengthen this practice across the school will benefit teachers’ professional development through inquiring into their own practice.

4 Sustainable Performance

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

St Joseph’s Māori Girls’ College is well placed to sustain and improve its performance. Trustees and departments review against annual goals and targets to make decisions about programmes, staff PLD and resourcing.

The board is well informed about student achievement. Trustees are very committed to ensuring all students have positive outcomes based on their language, culture and identity. They have a good range of skills and connections with the local and New Zealand-wide communities they come from.

Teachers have opportunities to engage in PLD. Provisionally registered teachers have an appropriate support and guidance programme. Trustees and senior leaders should strengthen staff appraisal by:

• setting goals based on school targets and the teaching practices they want to improve
• implementing the Registered Teacher Criteria
• developing a principal performance management agreement annually.

Senior leaders and staff have high expectations of students as achievers in and beyond the college. Leaders work collaboratively, with a strong focus on student achievement. They use their complementary skills and strengths to ensure decisions are focused on preparing students as lifelong learners in a bicultural world.

Whānau are valued as partners in their daughters’ education. A whānau-whanui support group provides an avenue for families to discuss events, issues and concerns.

The college has a positive and high profile, locally and nationally.

Provision for students in the school hostel

St Joseph’s Māori Girls’ College hostel accommodates 150 students, 67% of the school roll. It is owned by The Sisters of Our Lady of the Missions. The St Joseph’s Māori Girls’ College Trust Board acts as the proprietors on behalf of the owners. The Hostel Management Board, a committee of this trust board, is responsible for hostel organisation. The principal and the chairperson of the board of trustees are members of the Hostel Board. The hostel boards have responded positively to the areas for further development identified in the 2011 ERO report.

Key features of the hostel provision for students include:

• effective processes to monitor and respond to all students' needs
• positive relationships between students and hostel staff
• clear routines and expectations for students and staff
• strong links and ongoing communication amongst the hostel, whānau and college
• a caring whānau environment for students and staff.

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.

In order to improve current practice, the board of trustees should ensure:

• procedures for regular police vetting of non-teaching employees are established and implemented
• a principal performance management agreement is in place annually
• teachers are being attested against the Registered Teacher Criteria.

In order to improve current practice, the hostel management board must ensure that procedures for regular police vetting of non-teaching employees and contractors are established and implemented.

Conclusion

St Joseph’s Māori Girls’ College effectively promotes educational success for Māori, as Māori. Staff make very good use of student data to inform teaching and learning. Continuing to strengthen the Years 7 to 8 curriculum will support teachers’ knowledge of National Standards. The college is well placed to sustain and improve its performance.

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

Joyce Gebbie

National Manager Review Services

Central Region

13 August 2014

About the School