Kaiapoi High School

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Education institution number:
314
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1024
Telephone:
Address:

101 Ohoka Road, Kaiapoi

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Summary

Kaiapoi High School has a roll of 783 students from Years 9 to 13, 17% of whom identify as Māori. The school has a small number of international fee-paying students, and has had strong roll growth since its last ERO review in 2014.

Most students come from Kaiapoi and surrounding areas to attend the school. Strong connections with the local community, including links with local iwi, continue to be a feature of the school.

The school is responsible for the Karanga Mai Young Parents’ College, an onsite teen parent unit. The unit provides a range of programmes and courses enabling teen parents to continue with their education. An attached early learning centre provides opportunity for parents to learn in close proximity to their children. ERO evaluated the Karanga Mai Young Parents’ College in early 2017. This separate evaluation report is available on the ERO website. Achievement data for the teen parent unit is included in Kaiapoi High School’s overall data.

The school is a member of the Kātote Kāhui Ako|Community of Learning (CoL).

For a number of years the school has been involved in Ministry of Education (MOE) programmes based on building a positive learning culture.

Since the 2014 ERO review, new middle leadership roles have been introduced and a rebuild of the school is underway. The school has successfully addressed most of the areas identified for development in the last review. These include strengthening the teacher appraisal process, developing a successful leavers’ profile, and strategic planning for Māori success as Māori.

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

This school is responding well to Māori and other students whose learning and achievement need acceleration.School leaders and teachers have a number of processes and practices in place that are effectively contributing towards achieving equity and excellence. Monitoring and tracking processes are more detailed and accessible, particularly in the senior school.

Leaders and teachers provide a varied curriculum that has multiple, flexible and authentic pathways for students, including those moving onto further education, work and industry. Since the 2014 ERO report, inclusive and culturally responsive practices have continued to increase. Teachers are exploring and introducing more student-centred approaches to raise learners’ engagement, progress and achievement.

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:

  • extend culturally responsive practices in and across faculties

  • strengthen assessment practices at Years 9 and 10

  • improve reporting to the board for specific groups of students

  • continue to build student engagement and ownership of their own learning.

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

Equity and excellence

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

This school responds increasingly well to those Māori students whose learning and achievement need acceleration. Publically available achievement information shows an increasing proportion of Māori students achieving national qualifications at all levels over the last three years. In 2016 the proportion of Māori students achieving national qualifications was equitable with other groups of students.

The school also responds increasingly well to other students whose learning and achievement need acceleration. Systems for identifying and tracking the progress and achievement of senior students have improved. This is enabling the school to consistently intervene earlier, and to more effectively support students whose learning needs acceleration.

Public achievement information for all school leavers in the past three years shows stable levels of achievement, as follows:

  • a high proportion of students gain the National Certificate in Education Achievement (NCEA) Level 1

  • the majority of school leavers, approximately 75%, achieve NCEA Level 2

  • just over a third of school leavers achieve NCEA Level 3, and a similar proportion of Year 13 students gain University Entrance.

A smaller proportion of boys (than girls) achieve NCEA Level 3 and University Entrance. The school attributes this to boys being more likely to have transitioned to work and/or further vocational training. School information shows a number of students, boys and girls, are supported to achieve a range of industry-related qualifications.

Many students in Years 9 and 10 make good progress in preparation for achieving NCEA. Each faculty regularly reports student achievement information to the board. There is no comprehensive overview of Years 9 and 10 student achievement that shows progress and achievement across faculties.

School conditions supporting equity and excellence

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

The school has a number of processes that are effectively contributing towards achieving equity and excellence.

The board has collaboratively developed a clear vision with strong strategic direction that guides school processes, practices and operations. These plans are regularly monitored and evaluated to ensure appropriate progress occurs. Trustees understand and respond effectively to the needs of the local community.

School leaders are highly committed to pursuing and achieving the school’s vision, goals and targets. They have high expectations for students’ learning and wellbeing. Positive relationships are a valued outcome for the school. Student surveys, and conversations with ERO, show that students feel that teachers care about them and their learning.

Senior leaders think critically and evaluatively in the way they use achievement information, and other evidence, to improve outcomes for learners. They keep the board well informed about students’ achievement and outcomes.

Māori students have many opportunities to succeed as Māori. Whānau, iwi, leaders and teachers work purposefully together to raise expectations and actively support student learning and wellbeing. Māori values, language, culture and identity are highly valued, strategically prioritised and progressively implemented. This is improving outcomes for Māori students.

Leaders and teachers provide a varied curriculum that has multiple, flexible pathways for students, including pathways to work and industry. Regular communication with parents supports students’ learning choices. Additional and optional learning sessions are provided for students. Well-considered transitions into the school and onto further education, work and industry further support students in their choices.

Teachers use learning information well to help build positive relationships with students and adapt learning programmes. Professional learning and development is supporting teachers’ use of specific teaching strategies across faculties. Collectively they are working towards more student-centred approaches by:

  • differentiating learning tasks to meet a range of learning needs

  • selecting more engaging contexts for learning

  • responding to students’ views and opinions.

The school provides inclusive and responsive practices to meet a wide range of students’ pastoral care needs. They have a number of comprehensive and appropriate programmes and strategies in place to support student wellbeing. Students with additional needs are well considered and supported through specific targeted learning plans that are regularly reviewed and adapted to reflect students’ progress, achievements and next steps.

The school has undertaken some significant and appropriate curriculum developments to enhance students’ learning experience. Some of these developments are at an early stage. Improved systems are effectively enabling quicker and more targeted responses by teachers in meeting students’ needs. This is particularly evident in Years 11-13. School leaders are looking to extend these processes for Years 9 – 10.

Leaders and teachers make good use of the community and external agencies to enhance opportunities for students to become confident and more engaged in their learning. Strategic community partnerships are making a positive difference and providing authentic learning contexts for learners.

Leaders actively support teachers to build their capacity. Teachers’ collective responsibility and accountability for students’ learning and wellbeing is consistently promoted through professional learning and development, useful appraisal processes and a deeper level of inquiry into teaching practices that make a difference to outcomes for students.

Sustainable development for equity and excellence

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

The school has many useful processes in place that promote equity and excellence for students. Leaders implement strategies to enhance attendance, retention and achievement. ERO and the board have agreed on the following next steps.

Māori success as Māori could be further enhanced by building some teachers’ cultural capacity to enable them to better support and promote students’ learning within and across faculties.

Systems should be refined to enable earlier intervention to accelerate the progress of some Year 9 and 10 students so they are better placed to achieve success in national qualifications. This includes a greater emphasis on tracking and analysing Years 9 and 10 students’ rates of progress, cohort progress and achievement over time.

There is a need to extend the analysis of achievement data and reporting to the board for specific groups of students. This includes groups such as students with additional needs, international students and more specific analysis of data at Years 9 and 10. This will support the board in evaluating the effectiveness of the school’s provision for these students.

The school shows strong commitment to exploring and implementing approaches that build students’ engagement, understanding and ownership of their own learning. This is a useful and important priority for continued focus.

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

  • 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.

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 15 international students attending the school.

The school is effective in providing pastoral care and ensuring international students make progress and achieve in relation to their own learning goals. Students are well supported to integrate into the school and local community. The school should ensure progress and achievement information of international students is reported to the board of trustees. 

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:

  • extend cultural responsive practice in and across faculties

  • strengthen assessment practices at Years 9 and 10

  • improve reporting to the board for specific groups of students

  • continue to build student engagement and ownership of their own learning.

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

Jane Lee

Deputy Chief Review Officer Southern (Acting)

Te Waipounamu - Southern Region

16 November 2017

About the school

Location

North Canterbury

Ministry of Education profile number

314

School type

Secondary (Years 9 to 15)

School roll

782

Gender composition

Boys 49%

Girls 51%

Ethnic composition

Māori 17%

Pākehā 77%

Pacific 2%

Asian 3%

Other 1%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

16 November 2017

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

13 June 2014

December 2009

November 2006

1 Context

What are the important features of this school that have an impact on student learning?

Kaiapoi High School highly values its role as an inclusive, community school. The school receives and gives strong support to the local community. Considerable changes to housing developments within the Kaiapoi township are contributing to a growing school roll. The school is actively involved with a cluster of local schools in promoting educational improvement in the Waimakariri region.

A new principal began at the school towards the end of 2011. He has been working effectively with the board and senior leaders to continue to strengthen the school’s profile in the local community.

The school is continuing to experience a range of challenging issues related to the Canterbury earthquakes. This is being well managed by the board, principal, school leaders and teachers.

A major redevelopment of many school buildings will begin in 2015. Planning is underway for the rebuilding of a range of school facilities.

The number of international students at the school continues to increase.

The school has made very good progress addressing the recommendations in the December 2009 ERO report in regard to teaching practices, use of achievement information, student leadership and success as Māori.

2 Learning

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

The school is making increasingly effective use of achievement information to foster positive changes to learners’ engagement, progress and achievement.

The principal, senior leaders and teachers are using achievement information in more targeted and deliberate ways. This is most evident in:

  • information the board receives about academic progress and achievement
  • the focus of a database manager to systematically track whole-school and individual progress and achievement
  • the way achievement information is analysed at faculty and classroom levels
  • the introduction of weekly learning reports sent home to the parents of Year 9 and 10 students
  • processes for using data to promote successful transitions into the school and set targets to further improve students’ progress and achievement.

Achievement information over recent years generally shows a continuing trend of improving academic results across National Certificate of Educational Achievement (NCEA) levels. Subject and course NCEA merit and excellence endorsements are increasing. The number of scholarships being gained reflects a positive trend.

The school’s increasing focus on acknowledging and supporting student success recognises the belief that it is small enough to care for individual students and big enough to compete successfully.

The good range of targeted interventions for students with special learning needs is helping to support these students well and build a culture across the school that includes all students. Appropriate emphasis is being given to developing programmes for gifted and talented students that will help them to improve the quality of their achievement and enrich the range of their learning opportunities.

Area for review and development

The next step for leaders is to extend reporting to the board for programmes such as the progress and achievement of students with special learning needs.

3 Curriculum

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

Ongoing improvements to the school’s curriculum are helping to effectively support and promote students’ learning.

The curriculum is flexible and responsive to students’ interests, needs and aspirations. Students benefit from a broad variety of curriculum choices, career pathways and learning opportunities within and beyond the school. Increasingly, vocational pathways are extending opportunities for students to pursue a wider range of employment or further study opportunities. A very good careers programme supports students to make appropriate course choices and study options related to their career goals.

The school’s values are strongly promoted across the school. An innovative senior student leadership programme provides meaningful and important opportunities for students to share and build their leadership capacity.

Well-targeted and implemented initiatives for success for Māori, as Māori, are helping to further improve the presence, participation and engagement of Māori students.

Useful systems are in place to further improve teaching and learning. These include:

  • a programme for investigating effective teaching approaches
  • faculty-based professional development and sharing of good practice
  • the use of external expertise to further develop curriculum leadership
  • ways of meeting individual learning needs in classes and ensuring that learning purposes are clear.

These systems are leading to teachers using a wider range of effective strategies to engage students in learning. Students spoken with by ERO said that teachers regularly go the extra mile to provide additional support for their wellbeing, learning and achievement.

There are good provisions and systems for the guidance counselling, support and pastoral care of students. Deans and other pastoral staff make regular use of a wide range of outside agencies to further support and strengthen students’ wellbeing.

Areas for review and development

Senior leaders have identified, and ERO agrees, that the next step is to embed and build on recent initiatives about learning opportunities and teaching practices.

The development of a clearer profile for a successful Kaiapoi High School leaver would more specifically identify the core outcomes for all students at their point of leaving the school.

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

The school plays an important role in contributing to the leadership and promotion of Māori culture in the local area. The commitment of the board, senior leaders and staff is enabling the school to make noticeable progress with promoting success for Māori, as Māori. Increased Māori staffing across the school is providing appropriate role models and leadership for Māori students.

Other examples of effective practice include:

  • a positive kapa haka presence in the community, including actively supporting some local schools with their kapa haka programmes
  • a high quality programme for supporting Māori male students and the promotion of senior Māori student leadership
  • an increasing number of Māori students who are speakers of te reo or who are learning it
  • increased participation by whānau and tuakana teina relationships where older students help to support younger students.
Area for review and development

The school has identified, and ERO agrees, that a more formal and planned approach to planning for continued improvement for Māori at faculty and school-wide levels would further benefit current good progress.

4 Sustainable Performance

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

The school is building a strong foundation to ensure that it is very well placed to sustain and improve its performance.

The board, principal and senior leaders maintain a strong focus and strategic approach to ongoing improvement at school-wide and student achievement levels. This is clearly evident in:

  • the board’s focused and purposeful strategic planning
  • the promotion of ongoing opportunities to build leadership capacity
  • the clear expectations and lines of accountability across the school established by the board and principal
  • a variety of targeted approaches to teachers’ professional learning development
  • a range of useful self-review practices
  • ensuring that appraisal is well-aligned to school priorities.

The board uses its very good levels of expertise and experience to provide strong governance across all areas of the school’s operations. Reports to the board provide a wide range of useful information to inform decision-making processes. Strategic appointments to key positions in the school reflect clearly-understood priorities for improvement at school, classroom and individual student levels.

Leadership practices and structures promoted by the principal, including the sound use of staff strengths, are clearly supporting school improvement. These are contributing to a positive school culture. School leaders bring a range of strengths to their roles that support the school’s strategic direction and activities.

Staff told ERO that relationships across the school are very supportive and are helping to promote a collaborative focus on students’ wellbeing and achievement.

Areas for review and development

The board, principal and senior leaders need to ensure that:

  • the effective Kaiapoi High School teacher profile is extended and used, as is appropriate, to inform self review
  • there is a formal and planned process for the board, as a good employer, to gain assurance about such matters as staff wellbeing
  • in ongoing consultation with Māori students and their whānau, planning for Māori success, as Māori, is more formally developed, implemented and annually reviewed.

Provision for international students

The 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 1989. At the time of this review there were 24 international students attending the school.

The school has attested that it complies with all aspects of the Code. ERO verified that these processes had been completed annually.

ERO’s investigations confirmed that the school’s provisions for students’ wellbeing, education and participation are well managed, resourced and effectively implemented.

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.

At the time of the ERO review, appraisal processes had not been fully completed:

The board and principal must comply with Ministry of Education requirements for the appraisal of principals and or teachers (s77C State Sector Act 1988, NZ Gazette No 180: Dec 1996).

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services

Southern Region

13 June 2014

About the School

Location

Kaiapoi, North Canterbury

Ministry of Education profile number

314

School type

Secondary (Years 9 to 15)

School roll

587

Number of international students

24

Gender composition

Boys 51%

Girls 49%

Ethnic composition

NZ European/Pākehā

Māori

Other Ethnicities

79%

14%

7%

Special Features

Young Parents’ Unit

Review team on site

April 2014

Date of this report

13 June 2014

Most recent ERO reports

Education Review

Supplementary Review

Education Review

December 2009

November 2007

November 2006