Riccarton High School

Education institution number:
334
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1086
Telephone:
Address:

31 Vicki Street, Sockburn, Christchurch

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 Riccarton 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 

Riccarton High School is a co-educational secondary school for students in Years 9 to 13. The school’s vision for learners is that they will be achieving, independent, lifelong learners who are caring, responsible, involved, and globally connected citizens. A specialist classroom provides for students receiving ongoing resourcing support funding. The school has been undergoing a significant property redevelopment. 

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 

Students increasingly have positive learning outcomes.
  • Most school leavers attain National Certificate of Educational Achievement (NCEA) Level 2, about half attain NCEA Level 3 and a smaller proportion gain University Entrance; further work is needed to improve equity for Māori leavers in the attainment of national qualifications.
  • At all year levels, students who are learning English as a second language make good progress in their language learning; some junior students needing support to gain foundation skills in literacy are well supported through targeted programmes that accelerate their learning. 
  • Students on pathways to employment and vocational training are well supported to transition successfully to these post-school settings.
  • The majority of students attend school regularly, although not yet at levels recommended by the Ministry of Education; the school works proactively with students and their families to support engagement. 

Conditions to support learner success

Leadership sets and pursues school improvement priorities focused on meeting the diverse needs of students and fostering an inclusive school community. 
  • School leaders recognise, affirm and value the many different identities, abilities, languages and cultures of learners and resource staffing, programmes and practices for the success and inclusion of learners and their families.
  • Leaders foster relational trust and communication across the school community and this supports increasing levels of collaboration, improvement and innovation.
  • Leadership is developing evaluative practices to know about the impact of strategies to improve student outcomes and the effectiveness of curriculum and teaching.
Curriculum and teaching are increasingly responsive to the needs, aspirations, cultures and identities of students.
  • The curriculum increasingly reflects local contexts in a way that students can see themselves, their identity and culture; teachers are beginning to integrate throughout the curriculum, shared understandings of local history and mātauranga Māori, te reo Māori and tikanga Māori.
  • School-wide strategies and programmes that support students to gain sound foundation skills in literacy and mathematics are strengthening; effective collection, analysis and use of Years 9 and 10 assessment information to inform teaching and evaluate the impact of initiatives is a next step. 
  • Innovative teaching practice is evident and many different approaches engage learners and foster their self-management skills; leaders and teachers are collaboratively developing a set of expectations for effective teaching practices that respond to learners’ needs and cultures.
Key school systems, processes and practices support positive outcomes for learners and ongoing school improvement.
  • Teachers and school staff provide relevant and useful information and support to parents and whānau, including migrant families, so they can understand and foster their young person’s learning pathways into, through and beyond school. 
  • The school works closely with contributing schools to get to know prospective learners and to plan for and support their positive transitions into school.
  • The school has responded to the aspirations of students and their families by strengthening the provision of programmes and partnerships with employers and tertiary providers that prepare and link students to work and further study.
  • The board effectively represents, serves and works with the school community, including mana whenua, to develop the school’s vision, values, strategic direction and improvement priorities related to student learning wellbeing achievement and progress.

Part B: Where to next?

The agreed next steps for the school are to: 

  • improve equity in retention, engagement and achievement for Māori learners through a focus on relationships, high expectations and responsiveness to whānau and rangatahi aspirations
  • continue to implement school-wide strategies to improve literacy and numeracy learning and raise NCEA literacy and numeracy achievement
  • develop and use the school’s expectations for effective, culturally responsive and inclusive teaching to better support consistent teaching practice and to foster learners’ learning and self-management skills
  • strengthen evaluation processes, including through the collection and analysis of a range of evidence, to better know about how well strategic priorities have been implemented and what impact they have had on learner outcomes.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

  • in collaboration with key stakeholders, develop an action plan to improve Māori student retention, engagement and achievement 
  • strengthen processes for collecting and analysing assessment information in Years 9 and 10, particularly for literacy and numeracy, and using this information to inform planning, teaching and strategic decision-making
  • continue to provide teachers with professional learning on evidence-based practices to support literacy and numeracy learning
  • confirm the school’s expectations for effective, culturally responsive and inclusive teaching and incorporate this in planning for the revised Year 9 and 10 curriculum.

Annually:

  • using a range of evidence, evaluate the effectiveness of strategies for improving engagement, progress, and achievement for Māori learners and raising literacy and numeracy achievement and use this to refine and inform goals and future planning 
  • monitor implementation of key strategies to know about what is working and what is getting in the way of progress
  • embed the school’s expectations for teaching and learning in school curriculum and professional capability building systems to better know about the consistency and quality of teaching.

Actions taken against these next steps are expected to result in:

  • improved equity in retention, engagement and achievement for Māori learners
  • junior students making appropriate progress in literacy and numeracy learning and an increasing proportion of school leavers attaining the NCEA literacy and numeracy requirements
  • learners experiencing effective, culturally responsive and inclusive teaching that supports their access to, engagement with and success in learning.
  • teachers confidently and capably implementing the school’s expectations for effective, culturally responsive and inclusive teaching and school leaders knowing about the quality of teaching, areas for professional development and impact for learners.

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

9 July 2024

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

Riccarton High School 

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027 

As of May 2024, the Riccarton 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

Further Information

For further information please contact Riccarton 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

9 July 2024

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

Riccarton 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 18 international students attending the school.

Riccarton High School has good quality systems and processes for self-review against the Code. These are well used to sustain and improve the quality of provision of pastoral care for international students.

International students are fully integrated in the pastoral and academic structures of the school. Their wellbeing and academic progress is closely monitored by dedicated staff. Students’ learning programmes respond well to their English language learning and post-school pathway aspirations. Students’ safety and wellbeing in homestay accommodation is appropriately monitored and supported.

The school is an active participant in regional international education networks and its systems and practices are guided by sector good practice guidelines. The school board receives regular reporting on the performance of its International Student programme.

Shelley Booysen
Director of Schools

9 July 2024

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

Riccarton High School - 29/10/2018

School Context

Riccarton High School is a Years 9 -13 state co-educational secondary school in Christchurch with a roll of 1131 students.

Since the last ERO review in 2014, the school’s roll has increased and represents many ethnicities. There have been changes in staffing, including school leadership. A new principal was appointed in 2015.

The school’s vision is for students to experience success today and be prepared for tomorrow. The school states Riccarton High School graduates will be: achieving, independent, life-long learners who are caring, responsible, involved and globally connected through a sense of inclusion. The importance of leading, serving and supporting others is reinforced through the ‘Riccarton Way’, the school’s values system.

To support this vision and graduate outcomes, the school’s current priorities focus on student achievement, the Riccarton whānau, teaching and learning, community and the environment.

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

  • achievement within the New Zealand Qualification Framework (NZQA)
  • progress and achievement in relation to school goals and targets
  • student engagement in learning and curriculum activities
  • outcomes related to wellbeing for success
  • progress and achievement of Years 9 and 10 students in some learning areas, and English language learners (ELL) against English Language Progressions
  • outcomes related to identity, culture and language for Māori and Pacific students.

All teachers and leaders have been involved in whole-school professional learning to develop teaching practices for ELL and in blended learning, and in the use of digital technologies to enhance teaching and learning.

The school is a member of the Pūtaringamotu Kāhui Ako|Community of Learning (CoL). The school also works closely with other primary schools in its locality.

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 is moving steadily towards achieving equitable and excellent outcomes for all its students.

School information for the past four years shows:

  • most students achieved NCEA Levels 1 and 2
  • the majority of students achieved Level 3 and University Entrance
  • that proportionately more girls achieved NCEA than boys
  • increased numbers of students attaining excellence endorsements
  • in 2016 and 2017 an upwards trend of students leaving school with NZQA qualifications
  • the majority of Years 9 and 10 students achieving at expected levels in the reported subjects
  • high numbers of students involved in community service activities within and beyond the school.

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

The school is effectively accelerating the progress of those Māori and other students who need it. This is particularly so for students in Years 11 to 13 and English language learners.

The school can show good levels of accelerated progress. A next step for leaders would be to report clearly to the board on the extent to which students are making accelerated progress.

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?

The school is highly focused on improving teaching and learning throughout the school. Leaders provide clarity of direction to achieve the school’s vision. School-wide developments are well supported by effective school and department planning, coordination and evaluation. The roles and responsibilities of various staff are clearly established to achieve set priorities. Carefully designed professional learning programmes build the collective capacity of teachers and leaders to respond more effectively to the needs of students. Teachers and leaders undertake inquiries relevant to school goals for sustained improvement.

Trustees and senior leaders have a deliberate focus on students and staff wellbeing. Students actively participate in learning communities that are increasingly collaborative and inclusive. Their wellbeing is highly promoted and responded to through cohesive systems that are well aligned to the school values. Comprehensive student leadership supports the school vision of service to the community and the wellbeing of others.

Students have multiple opportunities to learn and achieve within the breadth and depth of the New Zealand Curriculum, in line with the school’s vision. Their achievements and successes are regularly celebrated. The school’s curriculum is increasingly responsive to the emerging needs of a changing student population profile.

Students benefit from and value the greater cohesion and communication between pastoral care, careers systems and their subject teachers. Improved assessment practices in the senior school have led to an increased focus on student engagement in deeper learning and opportunities for success.

Recent initiatives and improvements to school practices and processes include:

  • increased opportunities for broadening students’ learning pathways, including being able to access vocational pathways
  • expanding the Kohanga Ako (Special Needs) curriculum for greater equity of learning and success
  • English language learners having access to highly effective English language programmes, supporting their success in learning across the school while maintaining their own culture, language and identity
  • the appointment of a cultural diversity facilitator to support students and their families of different ethnicities within the school
  • purposeful opportunities for parents and whānau to be part of their children’s learning journey.

Trustees and school leaders have high expectations of staff and students, that the Riccarton Way values are followed by all within the school community. This enactment of the values is seen in the teachers’ professionalism, collaboration between the various groups in the school, and staff and students feeling well supported.

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

The school has identified (and ERO agrees) that they need to know more about the effectiveness of the Years 9 and 10 curriculum for the achievement of equity and excellence. Leaders and teachers need to scrutinise and evaluate Years 9 and 10 learning information more deeply to:

  • know if all students are making sufficient progress
  • review the support programmes to know what is working well and what needs improving.

The review of the Years 9 and 10 curriculum needs to include:

  • determining what a year’s progress looks like for Years 9 and Year 10 students
  • increasing the cohesion between learning support and ELL programmes to ensure student learning needs are appropriately met.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of students) Code of Practice 2016 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 69 international students attending the school.

Riccarton High School provides its international students with good pastoral care and education. Students progress and achieve well in English language learning. The director has identified the need to better gather the perspectives of the international students.

ERO’s audit of the school’s implementation of the Code identified the:

  • role of the director of international students needs to be more clearly defined
  • need to assure the board, through evaluation and reporting, on the achievement, pastoral wellbeing and integration of international students into the school community.

4 Going forward

Key strengths of the school

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

  • using robust internal evaluation to improve teaching and learning
  • comprehensive strategic planning to guide areas under development
  • providing solid foundations for student wellbeing for success.

Next steps

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

  • ensuring an effective curriculum for students in Years 9 and 10.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

29 October 2018

About the school

LocationChristchurch
Ministry of Education profile number334
School typeSecondary School (Years 9 to 13)
School roll1131
Gender compositionGirls: 53% Boys: 47%
Ethnic compositionMāori: 10%
Pākehā: 43% 
Pacific: 6% 
Asian: 32% 
Other ethnicities: 9%
Students with Ongoing Resourcing Funding (ORS)Yes. The Kohanga Ako Unit is part of the school
Provision of Māori medium educationNo
Review team on siteAugust 2018
Date of this report29 October 2018
Most recent ERO reportsEducation Review: July 2014
Education Review: June 2011
Education Review: May 2007