12 Waitapu Road , Takaka
View on mapGolden Bay High School
Golden Bay High School
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Golden Bay High School located in Tākaka, is a co-educational state secondary school for learners in Years 7 to 13. The school’s values are: Manaakitanga, Whanaungatanga, Kaitiakitanga, Wairuatanga underpinned by its vision: Inspiring world-ready rangatahi.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Achievement across the school varies; most learners make good progress. |
- Achievement data for Years 7 to 10 is variable; the school is prioritising teachers’ understanding and implementation of a strengthened Years 7 to 10 data framework for reliability of teacher judgement and improved learner outcomes.
- A large majority of all Year 11 and 12 learners achieve the National Certificate in Educational Achievement (NCEA) at Levels 1 and 2; a small majority achieve Level 3 and University Entrance.
- Learners value the sense of community and belonging throughout the school, reporting that their teachers know them well; teachers consistently building on these relationships for improving learning is the next step.
- The school is not yet meeting the Government’s target for regular attendance; improving regular attendance is a priority for the school.
Conditions to support learner success
School leadership works collaboratively to strategically improve outcomes for learners. |
- Leaders effectively consider multiple sources of evidence to coherently plan, implement and review strategic and annual plans.
- Strong leadership provides clear guidance and expectations for improved outcomes for all learners.
- Leaders model and ensure a continuously improving, responsive approach to progressing school priorities for learner outcomes.
The school’s curriculum and teaching practices are increasingly responsive to learners’ needs, interests and cultural identities. |
- Learners benefit from settled classrooms with teachers working towards using evidence-based teaching strategies tailored to meet learners’ different needs.
- The school has a strong, localised curriculum with positive place-based learning and extensive use of community resources.
- Learners have planned transitions into, within and beyond school contributing to a strong sense of belonging and support for their post-school pathways.
The board, leaders and teachers are taking positive steps to use data and evidence to strengthen schoolwide processes and practices for continuing improvement in learner outcomes. |
- The board is actively representing and serving the school in its stewardship role with a clear emphasis on learner wellbeing, progress and achievement.
- The school has well-established, educationally focussed connections with iwi and is working towards a strengthened partnership.
- Systematic, collaborative inquiry, and developing monitoring and evaluation practices are used to inform priorities and strategies to improve learner outcomes.
- Targeted professional learning and development, including connections beyond the school, is a key strategy that leaders implement for growing teaching practices to meet the diverse needs of learners.
Part B: Where to next?
The agreed next steps for the school are to:
- strengthen teachers’ use of Year 7 to 10 learning data for informing teaching practice, evaluating progress and achievement for all learners, and accelerating progress for the learners at risk of not achieving
- develop a school-community strategy to increase regular attendance, particularly for the senior years
- continue to strengthen teachers’ use of culturally sustaining teaching practices for all students to experience and enjoy success as themselves
- continue the development of middle leadership to ensure schoolwide consistency of practices that best sustain learner wellbeing, progress and achievement outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- embed a process for evaluating teachers’ present use of culturally sustaining teaching practices
- develop a Years 7 to 10 data framework for reliability of teacher judgement and improved learner outcomes
- develop a process for teachers to use Poutama Reo to determine specific targets and timeframes for the continuing development of staff capacity in te reo and tikanga Māori, and the development of mātauranga Māori across the school curriculum
Every six months:
- evaluate the impact of middle leadership practices on improving teaching and learning across the school
- leaders report to the board on progress towards meeting regular attendance targets and learning progress and achievement goals and act on any emerging trends
Annually:
- leaders review how effectively teachers’ professional learning is supporting middle leadership development to ensure sustainability of schoolwide systems and learner progress and outcomes
- report to the board on the effectiveness of interventions and strategies on increasing learner wellbeing, attendance, progress and achievement across the diversity of the school to inform decision making for further improvement.
Actions taken against these next steps are expected to result in:
- high quality, consistent use of reliable assessment information to inform planning that meets the needs of learners
- increased achievement in Years 7 to 10 across the curriculum
- effective systems and practices to sustain schoolwide practices for learner attendance, progress and achievement across the diversity of the school.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Acting Director of Schools
17 February 2025
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
Golden Bay High School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of November 2024, the Golden Bay High School Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Actions for Compliance
ERO identified the following areas of non-compliance during the board assurance process:
- review policies responsively, according to changing regulatory and legislative requirements, to ensure a safe physical and emotional environment is maintained
[Section 127, Education and Training Act, 2020] - having a compliant child protection policy available for the community
[Section 15, Oranga Tamariki Act, 1989; Part 6 and Sections 18 and 19, Children’s Act, 2024].
The board has since addressed the areas of non-compliance identified.
Further Information
For further information please contact Golden Bay High School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Sharon Kelly
Acting Director of Schools
17 February 2025
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
Golden Bay High School
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were three international students attending the school, and no exchange students.
The school is mostly effective in its process for annual self–review. Some strengthening of safety checking processes and reporting to the board is required.
The students spoken with said they were well-supported and actively integrated into the school community.
Sharon Kelly
Acting Director of Schools
17 February 2025
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
Golden Bay High School - 18/07/2019
Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Golden Bay High School’s performance in achieving valued outcomes for its students is: Well placed.
1 Background and Context
What is the background and context for this school’s review?
Golden Bay High School is a coeducational school providing education for Years 7 to 13 in the Golden Bay area. The current roll is 359 and approximately 14% of students identify as Māori.
The 2017 ERO review identified areas of strength and several areas of serious concern, including governance, leadership, relational trust, staff wellbeing and compliance. An early return to the school by ERO was identified as a review outcome. At the time of the 2017 report the principal was on leave and the deputy principal was acting principal. Following the review the Board requested assistance from the Ministry of Education and a Limited Statutory Manager was appointed. The principal resigned later in 2017 and a new principal began in 2018.
ERO worked with the new principal and board to establish the key improvement priorities for the school and has monitored the school against these. The Limited Statutory Manager ceased her involvement with the school in October 2018.
The board and principal have taken a well-considered and carefully-structured approach to addressing the priority areas. Key to this has been an unrelenting focus on improvement, prioritising what is most important, open communication and consultation with staff, students and the community, and transparency of expectations.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Relational Trust
Progress:
The principal, board and senior management have focused collaboratively on building relational trust within the school and with the wider community, including local iwi. Significant progress has been made. Transparent, honest communication and consultation with all groups has considerably improved internal and external relationships and has established shared understandings. Ongoing and sustainable improvement is evident in relationships with both the staff and the community and is supported by effective, documented processes and practices.
Next Steps:
The board and leaders should:
-
continue to build the leadership capability and capacity of senior and middle leaders
-
ensure future developments and initiatives appropriately involve communities both within and outside the school
-
continue to ensure that roles and responsibilities of leaders and staff are clearly understood.
Governance
Progress:
The LSM worked with the board until October 2018, at which time it was considered that the board had built the capability to self-govern. Trustees have continued to make significant progress in understanding their roles, responsibilities and the legislative and educational contexts within which the board operates. The board has established systems to ensure robust and useful reporting of all aspects of the school, including learning and wellbeing, compliance, and health and safety.
A comprehensive board manual has been developed to guide board operations.
Next steps:
To ensure sustainable improvement the board should:
-
engage in regular board self-review
-
continue to build an understanding of student outcome information and how this informs decision making
-
continue to strengthen trustees’ understanding of evaluation of all aspects of the school’s operations, including strategic planning.
Staff Wellbeing
Progress:
Good progress has been made in this area. Staff are regularly consulted and involved in decision making. Feedback to the senior leadership team and the board shows a significant improvement in staff morale and wellbeing. Staff report feeling supported personally and professionally. A strategically-targeted and systematic programme of professional learning is in place.
Next Steps:
In order to embed the progress made to date the board and leaders should continue to:
-
closely monitor staff wellbeing
-
involve staff in school processes and decision making
-
ensure that staff are able to see that their voice is valued and listened to through effective feedback
-
support staff professionally through targeted professional development opportunities and meaningful appraisal.
Other progress:
The school’s vision and values have been reviewed, with input from students, staff, local iwi and the community.
Compliance:
-
a comprehensive health and safety manual and board monitoring system have been developed
-
all aspects regarding international students are now compliant
-
a fully compliant appraisal system is in place.
Achievement:
-
systems to track and monitor students whose learning is at risk have been strengthened
-
improved schoolwide systems are enabling more effective tracking of achievement and monitoring of wellbeing and attendance.
Key next steps:
A culture of reflection and review has begun to be established, but an evaluative approach to all aspects of school operations is yet to be fully developed and embedded.
The school has begun to build reciprocal relationships with local iwi. This needs to be further developed to strengthen the school’s commitment to, and embedding of, bicultural partnerships, understanding and practices.
The school has begun to develop a framework for curriculum review. This now needs to be progressed in order to develop a curriculum and teaching and learning practices that will:
-
enable all students to have a greater understanding and management of their own learning
-
be responsive to individual abilities, needs and interests
-
be culturally responsive
-
enable all students to achieve positive learning outcomes.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to review and improve its performance. Improvement-focused planning, which is carefully prioritised, time framed, and supported by professional learning, is in place. A clear focus on learners is evident across the school and there are significantly improved systems to support learning and wellbeing. A deliberate building of leadership capability and capacity has established the foundation for empowering middle leaders to have a meaningful part in leading improvements in curriculum and teaching and learning.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Golden Bay High School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
18 July 2019
About the School
Location |
Golden Bay |
|
Ministry of Education profile number |
292 |
|
School type |
Secondary (Years 7 to 13) |
|
School roll |
359 |
|
Gender composition |
Girls 49%, Boys 51% |
|
Ethnic composition |
NZ European/Pākehā |
75% |
Review team on site |
June 2019 |
|
Date of this report |
18 July 2019 |
|
Most recent ERO report(s) |
Education Review |
June 2017 |
Golden Bay High School - 19/06/2017
Findings
Golden Bay High School continues to maintain an overall trend of positive NCEA achievement. Junior achievement is more variable. Student wellbeing and support for learning are prioritised. Curriculum choices and pathways are being expanded and students also have rich learning opportunities beyond the school. Many changes have occurred at board, leadership and staff levels since the 2014 ERO review. This report identifies a number of serious issues at the school that require immediate attention.
ERO intends to carry out another review over the course of one-to-two years.
1 Context
What are the important features of this school that have an impact on student learning?
Golden Bay High School has a long history of providing education for generations of its rural families. This contributes to the important role the school plays in the local community. School leaders and teachers make good use of community expertise and the local environment to extend learning opportunities and enjoyment for students. Some school facilities are shared with the community.
Since the 2014 ERO review, changes have included a new principal, senior leadership team, board chair and trustees, and a number of new staff members. During this time, the roll has continued to grow. The school has been advised by the Ministry of Education that a range of property developments and improvements will commence in the middle of 2017.
The 2014 ERO review identified a number of strengths that have been maintained or further improved. These include a calm and inclusive school culture, responsiveness to students’ interests and needs, effective pastoral care and a positive trend in senior achievement.
As indicated in this current report, ERO found that some areas for improvement identified in the last report have not been addressed. ERO also found issues of serious concern at some governance, professional leadership and compliance levels that need urgent attention.
Since the onsite stage of the review, the Board has requested intervention from the Ministry of Education to help improve identified issues at the school.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
School leaders and teachers have been making improved progress over the last year with the way student information is used to make positive changes to learners’ engagement, progress and achievement. They recognise that this remains an area for ongoing improvement.
The improving use of achievement information includes:
- better tracking and monitoring of individual student progress over time
- earlier identification and support for students whose learning is most at risk of underachievement.
Roll-based National Certificate of Educational Achievement (NCEA) information for 2016 shows that:
- students achieve highly in Level 1 literacy and numeracy
- achievement at NCEA Level 1 is very good
- progress needs to be made at NCEA Level 2 to meet the 2017 national target.
Information provided by the school indicates that:
- at Years 7 and 8, achievement is better in reading and writing and lowest in mathematics against the National Standards
- leaders and teachers have not yet developed effective strategies for raising the achievement of Māori students at junior levels.
Areas for review and development
School leaders and teachers should:
- develop clear guidelines and expectations that promote high quality assessment, moderation and reporting practices for Years 7 to 10 students
- regularly report to the board about student progress and achievement within and across Years 7 to 10
- ensure that reports to parents clearly identify progress against year-level reporting requirements
- continue to develop ways of increasing the number of students achieving at excellence levels across the school, especially in NCEA.
The progress of Year 9 and 10 students, who need additional literacy and numeracy support to eventually access NCEA Level 1, should be regularly reported to the board.
ERO also recommends that school leaders and teachers evaluate how well student progress and achievement information is being used at classroom, curriculum leadership, senior leadership and board levels. Effective responses to this will help strengthen and sustain ongoing improvements.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is becoming increasingly responsive and effective in promoting and supporting student learning.
Students benefit from a wide range of interesting learning programmes and experiences within and beyond the school. Leaders and teachers make extensive use of the rich opportunities in the local environment to build students’ motivation and engagement in their learning.
There is a strong focus in the school on positive outcomes for students. Teachers know students well and provide a wide range of extra support for their learning. Student learning is being increasingly personalised and differentiated through multi-level classes and specifically tailored courses.
Students benefit from leadership opportunities to be involved in the organisation of the school, lead some initiatives and contribute their ideas to school improvement.
The school’s pastoral care system is strongly focused on supporting students’ wellbeing to enable them to achieve positive educational outcomes.
Students would benefit from having a stronger voice and active participation in the leadership and direction of their own learning.
Areas for review and development
In order to further improve the curriculum, the next steps for leaders and teachers are to:
- clearly link the curriculum to the school’s vision and values, and to the key competencies, values and principles of the New Zealand Curriculum
- identify and document the desired characteristics of high quality teaching and learning, including culturally responsive practices
- identify expected progressions for learning across Years 7 to 10
- regularly evaluate the impact of curriculum programmes and practices on student learning, engagement and progress.
Senior and curriculum leaders should also evaluate and effectively respond to how well the curriculum is meeting the needs of students whose learning is most at risk.
The purpose, role and responsibilities of the curriculum leadership group should be clarified. Strategically supporting and further strengthening curriculum leadership and collaboration across all learning areas are key next steps.
How effectively does the school promote educational success for Māori, as Māori?
The school is making gradual progress with the way it is promoting educational success for Māori, as Māori. Very good links with the local iwi, Māori representation at the board level, and the leadership of Māori within the school by the teacher in charge of Māori are helping to increase awareness of bicultural needs, perspectives and understandings.
There has been an increasing awareness of te ao Māori in the school over time. Students have a range of opportunities to learn about te reo and tikanga Māori and to be involved in other cultural experiences. The school’s kapa haka is a noticeable strength and reflects the pride students have in their school.
Area for review and development:
In consultation with whānau and Māori students, the board, school leaders and teachers should develop a more formalised approach to promoting positive educational outcomes for Māori, as Māori. This could include:
- using the school’s useful taha Māori policy as a foundation for development and review
- identifying and enacting goals and priorities for development and improvement
- regularly evaluating and reporting progress against these goals to the board and school community.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
ERO’s evaluation found that, while there are many strengths, the school is not well placed to sustain and improve its performance.
Strengths at board and senior leadership levels include:
- a committed board of trustees who bring a range of expertise to their new roles
- a board and staff who are clearly focused on improving outcomes for learners
- senior leaders who are beginning to address priorities for improvement and implement appropriate strategies
- considerable potential across the school to use external support to address and improve current issues and move the school forward positively.
ERO’s onsite investigations identified areas of serious concern:
- relationships and communication at governance and professional leadership levels are a serious barrier to the effective strategic management and direction of the school
- reporting to the board about matters of greatest importance for strategic decision making, target setting and monitoring of students’ learning progress is insufficient
- some board processes are not understood by staff or are not followed in ways that contribute to positive outcomes for the school
- the wellbeing needs of all staff should be effectively addressed, including ensuring that communication and the management of change promotes shared understandings and positive relationships.
Areas for review and development
The board and the school’s professional leadership should use external support to resolve current challenging issues at these levels.
The board must ensure that:
- all reporting requirements are clearly identified, documented, and followed
- board processes and expectations, including the distinctions between governance and management, are clarified and annually evaluated
- a robust system is in place, including anonymous staff surveys, to assure the board about the safety and wellbeing of all staff
- there is regular evaluation of the effectiveness of the governance and professional leadership of the school so that the learning and wellbeing of all students benefit.
The board, principal and senior leaders should ensure that internal evaluation is understood and used effectively across all of the school’s operations.
Provision for international students
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice established under section 238F of the Education Act 1989.
ERO’s onsite audit of the school’s adherence to the Code identified that it has not been updated as required in 2016 to reflect current legislation. The board and school leaders have attested that necessary actions are being taken to ensure code of compliance.
At the time of this review, there were five international students attending the school.
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.
During the onsite stage of the review, ERO found a number of areas of non-compliance relating to:
- reporting to parents and students against the National Standards
- appraisal
- health and safety
- the International Code of Pastoral Care.
Actions
- As previously identified in the 2014 ERO review, reports to parents of Years 7 and 8 students do not consistently report progress against the National Standards. In order to address this, the board of trustees, through the principal and teachers, must:
- report to parents and students in relation to the National Standards for reading, writing and mathematics, in writing and in plain language at least twice a year.
[National Administrative Guidelines 2A (a)] - Appraisal does not currently meet Education Council requirements. To meet legal obligations, the board and principal must:
- ensure that all staff are appraised annually.
[National Administration Guideline 3] - Some health and safety practices are not compliant. To address this, the board and senior leaders must:
- make sure that the school follows its policies and procedures regarding all practices related to health and safety. - The International Code of Pastoral Care. The board must:
- ensure that the International Code of Pastoral Care is updated in accordance with the New Zealand Qualifications Authority requirements.
Recommendations to other agencies
The board has requested Ministry of Education intervention to improve issues at governance and leadership levels.
ERO also recommends that the Ministry of Education, through the Student Achievement Function (SAF), supports the board, school leaders and teachers to:
- build high quality internal evaluation systems and practices so that all students benefit
- strengthen and embed recent improvements to promote high quality teaching and learning practices for all students.
Conclusion
Golden Bay High School continues to maintain an overall trend of positive NCEA achievement. Junior achievement is more variable. Student wellbeing and support for learning are prioritised. Curriculum choices and pathways are being expanded and students also have rich learning opportunities beyond the school. Many changes have occurred at board, leadership and staff levels since the 2014 ERO review. This report identifies a number of serious issues at the school that require immediate attention.
ERO intends to carry out another review over the course of one-to-two years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
19 June 2017
About the School
Location |
Takaka |
|
Ministry of Education profile number |
292 |
|
School type |
Secondary (Years 7 to 13) |
|
School roll |
359 |
|
Number of international students |
5 |
|
Gender composition |
Girls 50%; Boys 50% |
|
Ethnic composition |
Pākehā |
81% |
Review team on site |
March 2017 |
|
Date of this report |
19 June 2017 |
|
Most recent ERO reports |
Education Review |
January 2014 |