St Oran's College

School Context

St Oran’s College is a single sex state integrated school with a current roll of 503 students from Years 7 to 13. Eleven percent of enrolled students identify as Māori.

The school’s vision is: ‘Empowering young women to be the best they can be’. The special character is based on the Christian principles and seeks to promote attitudes and values conducive to success through faith, community, equality and education. There are high expectations for students’ achievement and maximising their potential through participation, leadership and success in the wide ranging curriculum. The philosophy emphasises the importance of ‘an holistic education in an inclusive Christian environment that inspires …. students to be confident, connected, actively involved lifelong learners.’

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

• achievement in relation to levels of The New Zealand Curriculum and the New Zealand Qualifications Framework
• wellbeing.

Since ERO’s 2015 review, the school has appointed a new principal. Subsequently the leadership team has been restructured to include two deputy principal roles, and a leader of pastoral care.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school effectively and consistently achieves equitable and excellent outcomes for all students. The high levels of achievement evident at the time of the 2015 ERO report have been sustained. Almost all students achieve well in National Certificates of Educational Achievement (NCEAs) at Levels 1, 2 and 3, and University Entrance. The large majority of students gain NCEA endorsements.

Māori students achieve well, and at similar levels to their non-Māori peers, in all qualifications.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school effectively accelerates the progress of students identified as being at risk on entry to the school. Almost all of these students achieve NCEA at all Levels and many achieve University Entrance.

2 School conditions for equity and excellence – processes and practices

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

Internal evaluation is valued, understood and consistently implemented at a range of levels throughout the school. This includes faculty reports that show actions and evaluation of programmes and outcomes.

The new leadership team works effectively. Leaders are highly collaborative and strongly improvement focused. They are responsive to feedback and consider a range of perspectives to support decision making in their roles.

Appraisal has undergone focused development since ERO’s previous review. There is now a well-considered and robustly implemented process in place. This is informed by research and leader inquiry aligned to school priorities. It includes an ongoing cycle of review and refinement to create consistency and reflect high expectations. Processes are underpinned by an increased understanding of how improving teacher practice positively impacts on learner outcomes.

Students experience a wide range of carefully considered opportunities to engage with learning, and progress and achieve across the breadth and depth of The New Zealand Curriculum. The curriculum is effectively implemented and subject to regular review. Recent changes include the establishment of a teaching and learning vision, the redevelopment of the curriculum at Years 7 and 8, and the inclusion of a wellbeing option at Year 12. There is an increased emphasis on developing key competencies to promote student agency. Purposeful student leadership opportunities are provided.

Pastoral care and wellbeing have appropriately been given increased emphasis. Regular surveys of student views have informed decision-making. New initiatives demonstrate a positive response to findings.

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

The school, through its systematic internal evaluation, has identified areas for ongoing development. These include: the work currently underway on bicultural practices and enhancing culturally responsive learning; increasing use of digital technology; strengthening learning partnerships with whānau; and the further support of wellbeing at all levels.

ERO evaluation confirms these well-considered priorities.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review, there were three international students attending the school. Homestay placements and orientation to the school are well managed by the international students’ pastoral coordinator. International students receive support to promote their English language development and experience New Zealand. Progress and wellbeing are closely monitored and regularly reported to agents and families. Students participate fully in the wide range of school and community activities.

4 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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Oran’s College’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

• achievement in relation to levels of The New Zealand Curriculum and the New Zealand Qualifications Framework that results in high performance
• collaborative leadership that is improvement focused and successfully identifies school priorities
• pastoral systems and curriculum developments that support students’ wellbeing.

Next steps

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

• progressing the school’s plans to evaluate recently implemented curriculum initiatives and monitor their impact on further enhancing student outcomes.

Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

5 July 2019

About the school