140 Hampden Street , Hokitika
View on mapTēnā 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.
Westland High School is located in Hokitika, on the South Island’s West Coast, and provides education for learners in Years 7 to 13. The school offers delivery in te reo Māori in its bilingual education unit. The school’s values are whanangatanga, manaakitianga, kaitiakitanga and rangatiratanga.
There are two parts to this report.
Part A: An evaluative summary of learner outcomes and school conditions to inform the school board’s future strategic direction, including education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for learners are becoming more equitable, supported by learning and wellbeing initiatives focused on students reaching their potential. |
| Leadership approaches are establishing improvements to school conditions that promote learner success. |
| Teaching practices and learning programmes are developing and beginning to enhance students’ learning progress and achievement. |
| The school is initiating steps to increase its engagement with its community, increase learner wellbeing and strengthen governance practices. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months
Every six months
Annually
Actions taken against these next steps are expected to result in:
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.
Shelley Booysen
Director of Schools
5 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of September 2024, the Westland High School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Westland High 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.
Shelley Booysen
Director of Schools
5 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
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.
There are eighteen international students at the school in 2024.
The school has established processes for reviewing its provision for international students and compliance with the Code. School governance and leadership are well informed about student wellbeing, learning and engagement.
The school has an established process for vetting homestays and keeping in regular contact with host families, international students and their parents over the course of the year. The Director conducts weekly individual progress meetings with international students and seeks regular feedback from students about their school and homestay experiences. The Director also reports monthly to parents.
Students report that they appreciate high levels of pastoral attention and care. They are involved in a wide range of school extra curricula activities, as well as a diverse range of activities outside school. They spoke positively about how they could integrate easily with their peer groups within the school and the community.
Students report that they enjoy the learning design, the relaxed, respectful atmosphere and practical nature of their learning programmes at the school, together with being in smaller classes. They particularly enjoy the school’s outdoor education programme.
Shelley Booysen
Director of Schools
5 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
On the basis of the findings of this review, ERO’s overall evaluation judgement is that the school has made suitable progress in relation to many of the key priorities identified for improvement. The school will now transition to Te Ara Huarau, ERO’s school evaluation for improvement approach.
Westland High School, located in Hokitika on the West Coast, is a Years 7 to 13 co-educational school which includes a bilingual unit for Years 9 and 13. The current roll is 356 of whom around 25% identify as Māori. Māori medium education provision through The New Zealand Curriculum provides bilingual education for 11 junior and nine senior students.
The school is a member of the Westland Kāhui Ako | Community of Learning.
In 2019, after several challenging years, a new principal was appointed, along with a new board chair. By 2021 a stable school leadership team was in place, with improved role clarity for middle leaders. A significant building programme was completed in 2023. This programme involved developing a close working relationship with the two local iwi. A new principal started at the school in Term 3, 2023.
The November 2019 ERO report noted the continued need to improve teaching, responsive curriculum and bicultural practices schoolwide. This included better assessment practices, addressing disparity in Māori learner outcomes, accelerating learners’ progress and achievement, and developing targeted actions to improve Māori learning opportunities and outcomes.
Since 2020, ERO has regularly engaged with the school, providing ongoing monitoring of progress and evaluations for school improvement. This has involved regular visits, meetings and work with groups in the school.
The school is effectively addressing many of the key areas for review and development that ERO had identified for improving student outcomes. Further work is required to strengthen provisions for Māori learners, their whānau and in building connections with local iwi.
In addition to the November 2019 ERO report areas for improvement, ERO identified the following evaluation priorities:
school culture and student wellbeing
student outcomes – attendance, progress and achievement
teaching effectiveness and responsive curriculum (including responsive curriculum)
professional leadership and stewardship for school improvement.
School leaders have prioritised building a positive and supportive environment for staff and students. Leaders and staff have established systems and resourcing to improve communications and relationships within the school and with whānau and the wider community. Surveys of student voice have provided valuable feedback which has been included in decision making involving aspects of the school environment and operations.
The school is responsive to student wellbeing and works closely with specialist expertise, both within the school and from external providers, to support students and whānau. A new whānau structure, placing students in smaller groups, has recently been put in place to encourage the building of a more supportive, relational approach to teaching and learning. This is in early stages of implementation and still to be fully embraced by all staff.
The school has a restorative approach to managing behaviour and is developing a targeted approach to supporting students in a more holistic way.
Substantial work has been completed to ensure that the school is a well presented, pleasant physical environment in which students can have a sense of belonging and pride.
The opening of the new school hall and adjoining classrooms and facilities has enabled the school community to gather to celebrate student success, reinforce the school culture and values, and share important occasions. The local physical and cultural environment is reflected in the new school buildings and local iwi participated in this development. The challenge now is to continue to work to embed respectful bicultural behaviour and attitudes of the school community through the enactment of school values and understandings that are visually represented around the school.
It is also essential that there is a schoolwide impetus to ensure that all Māori students experience a sense of belonging and safety and have equal opportunities to achieve equity and success.
Students are, in the main, well supported in their learning and wellbeing. There is now greater clarity of staff roles, improved support and data systems, and targeted resourcing to support specific identified needs.
New systems are in place to monitor and support senior students to achieve success. The school has worked hard to ensure that students are able to access a range of courses that suit their interests and needs, including those provided by outside providers. Suitable course guidance has been prioritised. National Certificates of Educational Achievement (NCEA) results have shown some improvement. A drop in the 2020 results has been analysed by the school and initiatives to address this are in place and being monitored.
The school is responsive to the specific needs of students who find learning challenging, using data and other information to create tailored and innovative courses to meet these needs. Evaluation of these approaches shows improvements in engagement, confidence and skills of some of the most challenged learners.
Teachers are beginning to develop a cohesive approach to improving outcomes for all students across Years 7 to 10 and this needs to be further embedded across all subjects. The school has put in place some improved systems to assess progress and to respond to junior students’ learning needs. A schoolwide approach to literacy is in its initial stages.
Attendance procedures are clear and embedded in school practices. Close monitoring and analysis are in place. A recent drop in attendance rates has been analysed and leaders are working closely with staff and with the Kāhui Ako to address this, using a range of targeted approaches.
Success and pathways for Māori students, however, need to be meaningful and culturally appropriate. In particular, the school needs to ensure that the bilingual unit is seen as an integral part of the school in terms of resourcing and status. All teachers across the school should integrate bicultural contexts and practices as a matter of course into their planning and approaches. Teachers also need to better understand the needs of Māori students moving from the bilingual unit into mainstream classes. A greater understanding of bilingual education, te reo Māori and te ao Māori by staff is necessary for Māori students to experience success as Māori and for all students to understand what it is to live in a bicultural country.
The school recognised some time ago that there was an urgent need to develop a culturally responsive curriculum and approach to teaching and learning to improve student engagement and outcomes. Heads of learning areas have been involved in externally provided professional learning to develop their own leadership, a more culturally responsive and suitable curriculum and to improve teacher practices.
After a period of considerable staff changes there is an increased sense of cohesiveness and collaboration. Teachers have begun to work together to create courses and develop consistent, schoolwide approaches to engage students and improve learning outcomes.
Student voice is beginning to be used to inform programmes of learning. A focus on progressively building students’ understanding of their own learning should be a priority. The new school curriculum framework needs to be fully developed to reflect and encompass the language, culture, identity and strengths of all students.
The establishment of annual departmental reviews has encouraged the examination of practices to ascertain what is working and what is not for students. These practices need to continue to develop with a particular focus on Success and pathways for Māori.
The principal at the time of this review provided focused leadership for improving learner outcomes through a calm, professional approach. The senior leadership team has a useful balance of skills and an understanding of the school and its community. Building staff capability and capacity, and in particular middle leadership, has been a deliberate strategy. Although this is in the relatively early stages of implementation, it has made a significant difference to the school. Staff have a greater say in decisions and the direction of the school, and responsibilities are distributed across the staff.
The board of trustees has had capable leadership and stable membership since 2019. Trustees have engaged in professional learning about their role. The board regularly monitors progress against its strategic goals. Initial attempts have been made to connect with the local iwi, both of which are represented on the board.
The school has significantly increased its capacity to sustain improvements and review its performance.
School leadership has begun to establish an understanding of the importance of an ongoing focus on improvement at all levels. Departmental reviews have established a pattern of reflection and improvement and staff are increasingly aware of not only how to gather relevant data, but also how to make sense of it to best meet student needs and improve outcomes.
While there have been examples of increased capacity to evaluate specific interventions and processes, there is a need now to look more critically at schoolwide practices and procedures and the assumptions that underlie them.
For continuous improvement, the school should:
ensure equity of learning opportunities and experiences for all students, including Māori
ensure a fully developed and embedded, biculturally centred, student focussed curriculum, including the enactment of the school’s Te Tiriti o Waitangi obligations
addressing the bilingual pathway and provision of te reo Māori to respond to learners and The Education and Training Act 2020
ensure teaching practice across the school is aligned with the expectations of the new school curriculum.
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 534 of the Education and Training Act 2020.
Westland High School has annually reviewed its documentation and has attested that it complies with all aspects of the Code of Practice.
At the time of the review, five long-term and six short-term international students were enrolled. The school has sound systems and processes for review, monitoring, communication and planning to ensure international students receive quality care and educational experiences.
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.
ERO identified the following was an area of non-compliance:
creation of a culturally inclusive environment
[Education and Training Act 2022 Section 127(1) (d)].
To improve current practices, ERO has identified the following areas for improvement for the board and school leaders to address:
ensure the school has bilingual policy and procedure to guide operations in this key area
develop a school lockdown procedure and trial its use
enact robust education outside the classroom systems, procedures and practices, including understanding their role in signing off overnight and higher risk activities
implement a process for the administration and recording of medicines.
The school has focused on addressing these areas since they were identified.
ERO recommends that the school board and leaders access ongoing professional support for building relationships with the school’s iwi in order to develop and enact a culturally responsive school curriculum. This should assist with improving equity in Māori learning opportunities and outcomes.
On the basis of the findings of this review, ERO’s overall evaluation judgement is that the school has made suitable progress in relation to many of the key priorities identified for improvement. The school will now transition to Te Ara Huarau, ERO’s school evaluation for improvement approach.
Shelley Booysen
Director of Schools
27 October 2023
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Westland High School’s performance in achieving valued outcomes for its students is: Developing.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
Westland High School is a co-educational, Years 7-13 secondary school in Hokitika. It has a roll of 300, 28% of whom are Māori. The school is a member of the Westland Kāhui Ako|Community of Learning.
Prior to the June 2017 ERO review, the Board requested the support of a Limited Statutory Manager (LSM) to take responsibility for the financial and personnel aspects of the work of the board. The Ministry of Education appointed an LSM for this purpose.
In July 2017, the principal resigned. Over the following year there were three acting principals. In April 2018, the current principal was appointed using the Principal Recruitment Allowance (PRA) process.
This report identifies Westland High School’s progress in addressing the areas for review and development that were identified in ERO’s June 2017 Education Review report and in the mid-point progress visit report in April 2019.
Although the school has made good progress these priorities have remained since the 2017 ERO report.
Generally good levels of participation in learning were observed in settled learning environments. Interactions were positive and respectful, with good relationships evident. Students knew the learning routines and behaviour expectations. The majority of students reported that their teachers cared about their learning.
Good quality classroom resources that promote learning and engagement were evident in some classrooms.
The consolidation of pastoral leadership has strengthened academic and wellbeing support for students. School information shows positive improvements in student behaviour.
Leaders are developing effective, inclusive and culturally responsive practices with the wider school community. Within the school, pastoral leadership groups are continuing to develop by sharing and building knowledge about student learning and wellbeing needs.
The board recognises that improving student achievement is a high priority and it receives regular reporting on NCEA progress and achievement. Access to the depth and breadth of the curriculum has been improved with changes in the subject options available to students. Changes to the school timetable in 2019, particularly for Years 7-10, are ensuring student access to learning opportunities for improvement in literacy and numeracy.
Attendance data for the first half of 2019 has been analysed and patterns identified. Positive shifts are evident, with improved student attendance.
A useful student graduate profile has been developed for Māori and other students in the bilingual unit that identifies appropriate, valued competencies and skills.
There has been significant strengthening of relationships with the school community, including parents/whānau, education agencies and support services, and other community organisations. At governance level, community representation and an acknowledgment of the importance of the Treaty of Waitangi partnership have been recognised with Manawhenua representation on the board.
Within the school community there has been a shift towards a positive culture built on strengthening respectful relationships. Stakeholder involvement in key aspects of the school is encouraged and survey information is gathered. There have been opportunities for professional collaboration within and beyond the school.
In order to improve student achievement, the school needs to:
A high priority for leaders and teachers is to complete the school’s curriculum framework to strengthen how it responds to learning needs, engagement and progress to achieve valued outcomes for its students.
Developing consistently effective teaching practices should be part of curriculum development. Providing targeted PLD that includes a focus on understanding and using effective teaching inquiries, to reflect on and build professional capability, will support progress for students. Strengthening the quality of planning, developing clear expectations for teaching and learning, and ensuring consistent understanding and implementation of assessment practices will improve schoolwide systems and practices to meet the school’s vision.
The school needs to ensure that bicultural practices underpin schoolwide teaching, learning and reporting.
An appraisal process needs to be fully implemented to meet Teaching Council expectations.
The school is becoming better placed to sustain and continue to improve and review its performance.
The board is fully supportive of the new principal and is prioritising actions and resourcing to support student outcomes.
Improvements in the organisation of pastoral systems to support student learning, wellbeing and inclusive practices have led to an improved school culture and respectful relationships. These could be a model of practice for other organisational changes within the school.
Significant improvements in a number of structural, operational and relationship areas are helping to re-build the conditions that best promote positive learning and achievement outcomes for all students.
It would be timely for the board to have further training to build its capability. This should support sustainable stewardship over time. Strengthened effectiveness should ensure a focused and efficient approach to the development, management and monitoring of strategic and annual planning, and improve outcomes for students. Planning needs to prioritise identified actions for improvement.
To increase successful outcomes for all learners, senior and middle leaders need to collaboratively identify priorities and actions for high quality curriculum leadership, teaching and learning, and assessment and reporting.
More effective communication between middle and senior leaders, and increased opportunities for middle leaders to build their capability, would help to strengthen middle and whole school strategic leadership.
The school should develop a school wide internal evaluation/review plan. This will help to develop a deeper understanding of what internal evaluation is, how to apply it, and how to inform an effective strategic action plan to promote and sustain school improvements.
ERO recognises the positive progress the school has been making and strongly recommends that the school continue to build the collective capacity necessary to meet its strategic goal of raising achievement for every learner through innovation, student engagement, technology, and high quality teaching and learning in every classroom.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that Ministry of Education continues to support the school in order to bring about the following improvements to:
ERO recommends that the New Zealand School Trustees Association further support the board with trustee training and the development of internal evaluation processes.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Westland High School’s performance in achieving valued outcomes for its students is: Developing.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
4 November 2019
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Location |
Hokitika |
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Ministry of Education profile number |
305 |
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School type |
Secondary (Years 7-13) |
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School roll |
300 |
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Number of international students |
2 |
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Gender composition |
Male 51%, Female 49% |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnicities |
28% 68% 2% 2% |
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Special features |
Bilingual class, Levels 1 and 2 |
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Review team on site |
August 2019 |
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Date of this report |
4 November 2019 |
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Most recent ERO reports |
Education Review Education Review |
June 2017 July 2013 |