St Matthew's Collegiate (Masterton)

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Education institution number:
246
School type:
Secondary (Year 7-15)
School gender:
Single Sex (Girls School)
Definition:
School with Boarding Facilities
Total roll:
301
Telephone:
Address:

33 Pownall Street, Masterton

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School Context

St Matthew’s Collegiate is a state-integrated Anglican school for 298 girls in Years 7 to 13. The roll includes 18 Māori students and six of Pacific heritage.

The board of trustees includes representatives that act as the agents for the Trinity Schools’ Trust Board (TSTB) which oversees the school’s special character, property and boarding operations.

The school states that as part of the Trinity of Schools its mission is to provide an education that will encourage young woman to engage, progress and achieve in every aspect of their lives: academic; spiritual; cultural; social; and sporting. Key goals for 2017 focus on: improving academic achievement; school, home and community relationships; personal development of students; and promoting student engagement with learning.

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

  • mid-year and end of year progress and achievement for students in Years 7, 8 and 11, and annual student achievement for Years 7 to 11
  • National Certificates of Educational Achievement (NCEAs) and other national qualifications.

Years 12 and 13 students attend the majority of their classes at Rathkeale College, another of the Trinity of Schools.

The school is a member of the Masterton (Whakaoriori) Community of Learning | Kāhui Ako. 

Evaluation Findings

Equity and excellence – valued outcomes for students

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

Consistently high proportions of students in Years 11 to 13 experience success in the NCEAs, University Entrance and New Zealand Scholarship awards. There are high levels of endorsements in both certificates and subjects. Māori and Pacific students achieve similar high levels of success.

Strong progress is evident in promoting equity and excellence in student outcomes. Most junior students reach the expected curriculum level by the end of Year 8. Almost all learners leave with NCEA qualifications that enable them to access their individual future study or work pathway.

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

There are clear school systems to identify and effectively respond to Māori students who require support to be successful learners. Māori student achievement data shows that the school accelerates individual progress of most learners in Years 7 and 8.

2 School conditions for equity and excellence

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

Sustained good performance is evident in key areas of the school’s student-focused culture. This includes respectful, learning-focused relationships between students and staff. Learners are well known as individuals. School values are promoted and reinforced, resulting in a supportive environment where students are purposefully engaged in learning. Strategies to increase student wellbeing are a priority. Student voice is sought and responded to, and students are successful
self-directed learners.

More culturally responsive practices for students result in extended opportunities for students to learn te reo Māori, waiata, karakia and ngā tikanga Māori. Teachers understand the importance of continuing to develop meaningful learning contexts that celebrate Māori learners’ language, culture and identity.

Systems and processes are highly focused on improving students’ progress and achievement, and on each learner reaching their potential. Years 7 and 8 students’ achievement and progress in is effectively tracked and monitored, with similarly robust processes for Year 11 students working towards NCEA Level 1. Assessment practices are sound, with some useful moderation in writing. Processes to track, monitor and evaluate the progress of students who require support with their learning continue to improve and respond to need. The special education needs coordinator keeps a register of students who require additional support, including for NCEA assessments.

School leaders support teachers to improve their professional practice. A focus on building teachers’ cultural competency is increasing contexts to celebrate and learn through te ao Māori. Improvements continue in the use of digital technology to enhance learning. Teachers are growing their skills to foster students’ independence and self-management. 

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

Guidance for continued improvement to outcomes for students and to school conditions for learning should be assisted by clarifying expectations in several areas. These include expectations for student wellbeing and annual improvement targets for Year 9 and 10 students’ literacy and mathematics learning. The school’s curriculum framework should more clearly reflect the New Zealand Curriculum principles to bring greater cohesion to programmes for students in Years 7 to 13, and establish common expectations for effective teaching practice.

Continued development across various dimension of internal review and evaluation should provide a stronger basis for the school to know about the effectiveness of its performance and make decisions for the future. Some useful examples of evaluation by curriculum leaders look at what is working well and what needs to be done differently. Schoolwide processes for measuring valued student outcomes are developing. Leaders and teachers should strengthen teacher inquiry and document appropriate appraisal procedures to support growth in teacher capability.

There is an increased awareness within the board of the need to evaluate and report the impact of the board resourcing decisions. Trustees together with the TSTB now need to build greater understanding of their roles and responsibilities, complete review of policies and procedures, and further clarify the accountabilities and responsibilities of St Matthew’s Collegiate and Rathkeale College for Year 12 and 13 students attending classes at Rathkeale.

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. 

The previous ERO report identified that the school needed to improve processes for police vetting of staff and contractors. Progress is evident in implementing these checks.

To further improve practice, the board should review police vetting and safety checks to reflect best practice guidelines under the Vulnerable Children Act 2014.

Provision for students in the school hostel

St Matthew’s School Hostel is owned by the Trinity Schools’ Trust Board (TSTB) and accommodates 89 students, 31% of the school roll. Boarding students’ learning is supported by the physical environment, relationships within the hostel and between the hostel and the school.

The hostel owner has attested that most of the requirements of the Hostel Regulations are met. The TSTB should clarify whether it is fully meeting the administrative requirements for operating the hostel.

ERO recommends that the TSTB:

  • regularly reviews the hostel policies and procedures to ensure they are up-to-date and fit for purpose
  • ensures that it regularly receives focused reports on key areas of hostel operation, such as students’ health and safety and wellbeing.

Provision for international students

St Matthew’s Collegiate is a signatory to the code of the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) introduced on 1 July 2016.

The school has attested that it has met three of the four key requirements of the code. ERO identified that the school has not yet updated its policies and procedures to ensure they reflect the new Code requirements due by December 1st 2016.

At the time of this review there were eight international students enrolled, from South Korea, Thailand, Japan and China. All are boarders and the hostel matron provides pastoral care. An appropriate and supportive English Second Language programme is in place.

To improve practice, the board should ensure that the international student programme meets the requirements of the new Code, including the focus on pastoral care. 

4 Going forward

Key strengths of the school

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

  • consistently high achievement in national qualifications and in relation to curriculum levels, with strong progress in promoting in-school equity of outcomes for students
  • student-centred conditions for learning that include highly supportive teaching approaches, growth in culturally responsive practices, and responding to student voice.

Next steps

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

  • clarifying schoolwide expectations for curriculum, teaching and student wellbeing and setting annual targets for of Year 9 and 10 students’ progress and achievement
  • improving internal evaluation processes and practices to support knowledge building and decision making for school governance, operation and future development.
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO has requested that, following the internal evaluation workshop, the board together with the TSTB develops and sends to ERO an action plan to address the findings of this report. ERO intends to maintain liaison contact with the school to discuss progress in relation to this plan.

Recommendations to other agencies

ERO recommends that:

  1. the New Zealand School Trustees Association considers providing support for the school in order to bring about improvement in:

    • board understanding of its roles and responsibilities
    • school procedures to support a robust governance framework. 

  2. the New Zealand Qualifications Authority, as Administrator of the Education (Pastoral Care of International Students) Code of Practice 2016, follow up with the school its approach to reviewing policies and procedures to meet the requirements of the 2016 Code, including the specific pastoral care requirements for international students.

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

Location

Masterton

Ministry of Education profile number

246

School type

State Integrated Secondary (Years 7 to 13)

School roll

298

Gender composition

Female 100%

Ethnic composition

Māori                                     6%
Pākehā                                 86%
Pacific                                    2%
Other ethnic groups               6%

Provision of Māori medium education

No

Review team on site

October - November 2017

Date of this report

21 December 2017

Most recent ERO report(s)

Education Review   September 2014
Education Review   October 2011
Education Review   October 2008

Findings

Sound management, teaching and governance contribute to high levels of student achievement and progress. Students are engaged and successfully participate in a wide range of social, cultural and sporting activities. Year 12 and 13 students attend classes at the coeducational senior college at Rathkeale College. The college's Anglican special character is evident.

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 Matthew’s Collegiate School in Masterton is a state integrated school for girls. It caters for 350 students in Years 7 to 13 and 9% identify as Māori. Students in Years 12 and 13 attend classes at the coeducational senior college at Rathkeale College.

The newly appointed principal has made significant changes to address areas for development identified in the October 2011 ERO report. The board has appointed a deputy principal who will take up duties in 2015.

The board of trustees governs the school and The Trinity Schools’ Trust Board is responsible for the oversight of the school’s special Anglican character, property and the boarding houses. The school offers a programme of upholding worship, religious studies and a strong moral code based on Christian standards and values.

The school’s special character is highly evident and continues to be a school focus. It is integral to the vision for students ‘to seek excellence in every aspect of their academic, cultural, social and sporting lives.’ Students are strongly encouraged to contribute their service to the school and wider local community.

2 Learning

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

The board and teachers make very good use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Teachers of Years 7 and 8 students use a well-considered range of assessment tools to inform judgements about students' achievement in relation to the National Standards. Most students achieve at or above against the Standards in reading, writing and mathematics. Many make accelerated progress.

Students at risk of not achieving are identified and tracked. The school has evidence to show that specific teaching strategies are making a positive impact on their learning.

Teachers of students in Years 9 and 10 have identified the need to provide better evidence of student achievement at this level. The school is developing a process for improved tracking of learning in order to better identify and report progress and achievement.

Students are highly successful in achieving National Certificate of Educational Achievement (NCEA) qualifications. Almost all students stay at school to at least the age of seventeen, and in 2013 all leavers left with at least an NCEA Level 1 qualification. New Zealand Scholarships results and achievement of NCEAs with merit or excellence are high. The college has targeted an even higher expectation for these merit and excellence endorsements.

Parents receive comprehensive information about their daughter’s progress through school reports and portfolios. Increasing use of emailing and texting enhances communication about student achievement.

3 Curriculum

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

St Matthew’s curriculum effectively promotes and supports student learning. Students are offered a range of subjects and there is an expectation that all will successfully participate in the many social, cultural and sporting activities offered.

The senior leadership team and board recognise the constant need to review the curriculum to improve suitable pathways for each student. Current review is informed by community consultation.

Most teachers establish a clear direction and purpose for lessons. They motivate and engage students by using an appropriate range of teaching strategies.

Positive, respectful classroom interactions and focused, engaged student dispositions strongly contribute to the high level of achievement. Throughout the school there is an atmosphere of learning, caring and concern. Wellbeing is paramount. Strong support from staff and peers, and a clear family feeling within the school contribute to student resilience.

It is timely, during the planned curriculum review, for staff to provide contexts for learning and Māori perspectives to enhance students’ bicultural awareness and understanding. Outcomes from teacher professional development in te reo Māori need to be more evident in the classroom. Through these changes Māori students’ language, culture and identity are likely to be better promoted.

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

Students who identify as Māori are academically successful and are fully engaged with their learning and in the life of the school.

Planned and well-considered initiatives are implemented to further improve success for Māori students. These initiatives are the result of collaborative reflection initiated by the special education needs coordinator (SENCO) who, with the senior leadership team, has specific responsibility for Māori student wellbeing.

4 Sustainable Performance

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

St Matthew’s Collegiate is well placed to sustain and improve its performance. The board, principal and teachers have high expectations and a culture of continuous improvement. Sound systems and guidelines facilitate effective school governance.

The board has developed well-considered strategic and annual plans with specific targets that are appropriately monitored. The review process is informed by regular student achievement information from the principal and heads of departments. The overall review process is becoming more robust as teachers become more outcome focused.

The recently appointed principal has led well-considered change through a collaborative and caring approach. Teachers have embraced the new approach to performance appraisal which is supportive, developmental and becoming increasingly robust.

The strong community links, consultation and communication contribute to the school’s ability to sustain and improve its performance. Parent engagement, support and participation are strengths.

Provision for international students

St Matthew’s Collegiate 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 1889. The school has attested that it complies with all aspects of the code.

At the time of the review there were nine international students from Japan, New Caledonia, Thailand and Korea.

International students receive high quality pastoral care, which includes effective orientation, as well as ongoing support from boarding school staff.

Students indicate that they receive sound learning assistance from teachers and other students. Teachers should consider further development of appropriate learning resources in more curriculum areas.

The English for Speakers of Other Languages (ESOL) teachers support students’ competency in literacy and class work. International students make good progress in their academic studies.

The international student coordinator works closely with the manager of the boarding houses to ensure students’ wellbeing and learning. Regular meetings are held with the coordinator, the dean of boarding, ESOL teacher and subject teachers. Review is ongoing and monthly reports are received by the board on the students' achievement.

Provision for students in the school hostel

St Matthew’s Collegiate is a day and boarding school. The boarding school handbook states that the aims of the school and its boarding houses are inseparable. The objectives of a family environment, full participation in boarding life, involvement of parents and guardians, and employing a wellqualified staff are being achieved.

The boarding houses are Hampton House for Years 12 to 13 students and Main House for Years 7 to 11. They accommodate 101 students, 29% of the school roll. This year Hampton has 39 senior students and Main 70 students. The boarding houses are owned by Trinity Schools’ Trust and governed by St Matthew’s Collegiate Proprietors’ Board.

The dean of boarding focuses on providing a safe emotional and physical environment for students. The houses are well maintained and refurbishing is continuing. Students are carefully supervised and supported, and every effort is made to create a family atmosphere. Students develop respectful and positive relationships with staff and with each other.

Regular review of student care and welfare by management includes student voice. These reviews allow for ongoing improvement of boarding procedures.

An appropriate next step is to develop the potential leadership opportunities for senior students in Hampton House.

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.

An area of non-compliance was identified during the review:

the board must establish and implement procedures for the police vetting of employees and contractors.[Section 78C Education Act 1989]

Conclusion

Sound management, teaching and governance contribute to high levels of student achievement and progress. Students are engaged and successfully participate in a wide range of social, cultural and sporting activities. Year 12 and 13 students attend classes at the coeducational senior college at Rathkeale College. The college's Anglican special character is evident.

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

Image removed.Joyce Gebbie

National Manager Review Services Central Region

24 September 2014

About the School

Location

Masterton

Ministry of Education profile number

246

School type

State Integrated Secondary (Years 7 to 13)

School roll

350

Number of international students

9

Gender composition

Girls 100%

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

88%

9%

3%

Special Features

Boarding hostels

Review team on site

August 2014

Date of this report

24 September 2014

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2011
October 2008
August 2005