Trent Street , Oamaru
View on mapWaitaki Girls' High School
Waitaki Girls' 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
Waitaki Girls’ High School is a state, single sex school located in Ōamaru. The school offers education for students in Years 9 to 13, including international students and boarding accommodation. The school’s motto is Dulcius ex Ardius: Satisfaction from hard work – Ma Mahi Kia Ora, with The Waitaki Way: Respectful, Responsible, Resilient.
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.
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
Most learners are engaged and achieve well although there is variability for groups of learners within this. |
- Most learners in Year 9 are achieving at or above expected curriculum levels in literacy and mathematics; in Year 10 less than half are at or above the expected curriculum levels in literacy and a small majority in mathematics.
- Most Year 11, 12 and 13 learners achieve National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3; this varies for both Māori and Pacific learners.
- Many students report a strong sense of belonging in a positive school environment; the voice of Māori students is more varied.
- Less than half of the learners are presently attending regularly so the school is not meeting the Government target for regular attendance; improving regular attendance is a school priority.
Conditions to support learner success
Leadership is taking steps to foster a culture committed to inclusive and quality teaching for all learners across the diversity of the school. |
- Leaders are strengthening relational trust and effective collaboration at every level of the school community to achieve the strategic vision and improvement goals.
- Leaders are taking steps to refine systems for closely reviewing school programmes and initiatives to inform decision making for increased learner engagement.
- Leaders prioritise professional learning for staff that enhances consistency of effective and responsive teaching practice to improve outcomes for learners.
Many teachers use a range of effective teaching strategies and a relevant curriculum to engage the diversity of learners. |
- Leaders and teachers are working towards establishing schoolwide consistency in effective responsive and inclusive teaching to support learners’ engagement in learning.
- Learners experience classroom environments that are welcoming and relational with clear expectations and routines for learning.
- Learners engage and participate in meaningful learning opportunities and confidently articulate the purpose and expectations of teaching and learning programmes.
The school is developing systems, structures and practices that underpin successful learner outcomes for all learners across the diversity of the school. |
- Some school systems, processes and practices for effectively supporting attendance, engagement and achievement are not yet consistently implemented.
- Leaders and teachers prioritise the induction of new staff and targeted professional development to support high-quality teaching and learning across the curriculum.
- Board members clearly know their stewardship role and responsibility; they value the analysis of data to ensure resourcing and decision-making is responding to learners' needs.
- Leaders are planning for the continued development and integration of te ao Māori learning opportunities throughout the curriculum and building on teacher confidence and capability in te reo and mātauranga Māori.
Part B: Where to next?
The agreed next steps for the school are to:
- develop and implement a schoolwide framework for responsive teaching and classroom environments that consistently supports the wide range of learner wellbeing, engagement, progress and achievement across the diversity of the school
- continue the development of staff-wide distributed leadership to ensure practices that best promote learner progress and achievement are sustained
- create the Waitaki GHS Graduate Profile and develop appropriate and responsive learning, leadership and social progressions leading to this
- refine the present attendance systems so they are effective for the diversity of learners to increase regular attendance in line with the Government’s targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
- use learner wellbeing and engagement information from all groups of learners to clarify and begin the implementation of a schoolwide framework for responsive teaching and consistent classroom environments
- use learner and community feedback to review the school’s attendance system and deepen teachers’ understanding of positive factors for increased learner attendance
- leaders review the consistency of evaluation and reporting to the board on the impact of responsive strategies for improving engagement, progress and achievement for different groups of learners
Every six months:
- review, evaluate and respond to Years 9 to 10 progress data, particularly in literacy and mathematics
- review, evaluate and respond to Years 11 to 13 progress data and identify, track and mentor those learners who are not engaging or making expected progress towards their learning outcomes
- review, evaluate and respond to learners’ experience of the application of schoolwide responsive teaching and consistent classroom environments
- evaluate progress in developing and implementing the Waitaki GHS Graduate Profile
Annually:
- analyse and report on attendance, progress and achievement data to evaluate the impact of the school’s initiatives, inform strategic and annual planning, and set improvement targets
- review and report on the school’s relationship and partnership with iwi and Māori whānau to integrate te ao Māori learning opportunities throughout the curriculum and the implementation of consistent responsive teaching and classroom environments
- leaders review how effectively staff professional learning is supporting leadership development to ensure sustainability of schoolwide systems and improved learner progress and outcomes.
Actions taken against these next steps are expected to result in:
- increased rates of regular learner attendance and engagement
- more cohesive action and performance against strategic goals
- improved quality and consistency of teaching practices that are evidence-based, inclusive and responsive for increased learner engagement and achievement
- a school-wide system for collecting, tracking and responding to progress and achievement data with regular check points for early identification of learners who are at risk of underachievement.
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
28 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
Waitaki Girls' High School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of September 2024, the Waitaki Girls’ 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 has identified the following areas of non-compliance during the board assurance process:
- The school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [Children’s Act 2024].
The board has since addressed the areas of non-compliance identified.
Further Information
For further information please contact Waitaki Girls’ 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
28 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
Waitaki Girls' 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.
The school has well-established processes for self review that support and sustain its compliance with The Code and improvements to its international student programme.
The school board receives regular, good quality reporting that enables it to make appropriate decisions to support positive outcomes for international students. Students benefit from the support of an experienced international student director who monitors closely their orientation to the school, academic progress, participation in co-curricular activities and wellbeing. Students report positive relationships with teachers and other school students.
Students are accommodated in the school’s boarding hostel, Waitaki House, with holiday and some weekend stays with local host families. Further development of orientation support and programmes within the hostel has been identified as a next step.
Sharon Kell
Acting Director of Schools
28 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
Waitaki Girls' High School
Hostel Report
Background
The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.
Findings
The hostel manager and the hostel owner has attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.
Waitaki House is the boarding hostel owned and governed by the Waitaki Girls’ High School board. It is located adjacent to the school grounds and is licensed for up to 75 boarders. At the time of this review 13 boarders, including a small number of international students, resided in two of the hostel’s three buildings.
There have been changes in management and governance since the last hostel review in 2019. As a result, some systems and procedures for ensuring the physical and emotional safety and wellbeing of boarders are being re-established and strengthened.
Overall boarders report positive relationships with each other and trusted adults. The hostel’s physical facilities are generally well maintained and provide well for boarders’ physical, social and recreational needs. Hostel routines and expectations are well understood and support wellbeing and learning.
Effective communication and shared governance are strengthening between the school and hostel. ERO and the hostel management and governance identified areas needing to be strengthened or further developed to support compliance with the hostel regulations (2005) and good practice.
Actions for Compliance
ERO identified non-compliance in relation to:
- development of a required Relationships and protection from ill treatment policy [Education (Hostels) Regulations 2005, reg 55]
- first aid certification of supervisory staff [Education (Hostels) Regulations 2005, reg 52]
- procedures for granting boarders leave of absence [Education (Hostels) Regulations 2005, reg 56]
- management of complaints [Education (Hostels) Regulations 2005, reg 67-70].
In order to address this, the board of trustees must:
- develop a Relationships and Protection from Ill Treatment policy
- ensure that when boarders are onsite that there is at least one staff member with a current first aid certificate
- specify in leave procedures: how checks are to be made of the suitability of the places where, and people with whom, each period of leave is to be spent; and steps to be taken if a boarder is identified as missing or absent without leave
- ensure complaints received orally are written down and responded to in compliance with the Education (Hostels) Regulations 2005, regs 67-70.
The hostel owner/Manager has since addressed the areas of non-compliance identified.
Sharon Kelly
Acting Director of Schools
28 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
Waitaki Girls' High School - 08/08/2019
School Context
Waitaki Girls’ High School is a state secondary girls’ school for students in Years 9 to 13. The school has a roll of 402 students. Students have diverse ethnic backgrounds, with 12% identifying as Māori and 9% identifying with Pacific ethnicities. A small number of international students attend the school. Around 10% of students are accommodated in the school’s adjacent boarding hostel, Waitaki House.
The school’s vision is to provide an all-round education that equips and nurtures young women to achieve their potential, have the skills and abilities they need for their futures, and contribute to their communities. The school’s values are respect, responsibility and resilience, with a particular focus on promoting these values in relation to diversity and environmental sustainability.
To enact the vision, trustees and leaders have identified the following strategic goals:
-
use of digital technology to enhance teaching and learning
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use of effective systems to provide academic and pastoral support for all students
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collaboration with students, families and community to meet the needs of students
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improving student engagement, and developing coherent learning pathways through school and on to work and further learning.
To know about the success of these strategies and goals the board receives schoolwide information about outcomes for students in the following areas:
- senior student achievement in national qualifications (NCEA)
- achievement of Year 9 and 10 students against curriculum levels in some learning areas
- students’ post-school destinations
- students’ participation in a wide range of co-curricular activities
- indicators of student wellbeing.
Since the school’s 2016 ERO review, there have been some changes in senior leadership and board membership and leadership. The school has made very good progress in addressing the areas identified for improvement in its last ERO report. These included strengthening:
- internal evaluation
- targets and planning for raising achievement and improving equity for all groups of students
- support for the success of Māori and Pacific learners
- systems for tracking student achievement and progress.
The school is a member of the Waitaki Ara Kāhui Ako|Community of Learning.
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 very effective in achieving positive educational outcomes for students. School information shows that:
-
the majority of students in Years 9 and 10 achieve at expected curriculum levels in English and mathematics
-
a high proportion of students gain NCEA level 2
-
most students attempting NCEA level 3, and a good majority of those attempting University Entrance, are successful
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about 40% of students gain endorsements on their NCEA qualifications at Levels 2 and 3
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nearly all students participating in industry and tertiary learning programmes achieve relevant qualifications
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a very high proportion of students are actively participating in and contributing to the school and wider community through involvement in a wide range of co-curricular activities
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nearly all students make positive transitions to work and further learning
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the majority of students report that their wellbeing is effectively supported.
The school is close to achieving equitable outcomes for all groups of students in terms of achievement of NCEA Level 2. School information shows a smaller proportion of Māori and Pacific students, than other groups, achieve at and above expectations in Years 9 and 10.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school has not yet analysed information to know if learning has been accelerated for junior students needing this. However useful systems are in the process of being developed. School information shows that senior students who are at risk of not achieving national qualifications or making a positive transition to work or further study are effectively supported to experience success.
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 curriculum responds very effectively to students’ needs, interests and abilities. Leaders and teachers use students’ feedback about their learning and information about students’ achievement to plan appropriate programmes of learning. They are working to align course content across learning areas and year levels to strengthen students’ preparation for and success in senior courses. The diverse needs and future pathways of students are well catered for by a wide range of programmes. Partnerships with employers and local secondary and tertiary education organisations provide further choice and support effective transitions to work and tertiary learning. Students have many opportunities to develop leadership skills and contribute to the school and local community through participation and leadership of a large number of interest groups and clubs.
Students needing additional help with learning and wellbeing are quickly identified and interventions put in place to support their success. Leaders and teachers have effective systems for monitoring the wellbeing and learning of all students. They are working more collaboratively to identify actions and strategies to support positive outcomes for students. This includes collaborating with students through mentoring relationships; across learning areas; with parents, families and whānau; and with community initiatives and groups. The board is providing increased resourcing for learning and wellbeing support to better meet student needs. Students with high and complex needs participate in individualised programmes that promote their confidence, independence and wellbeing.
The school’s values of respect, responsibility and resilience (The Waitaki Way) are effectively promoted throughout the school and are supporting positive relationships and attitudes toward learning. Students lead planning for, and evaluation of, the school’s values programme. The school collects and responds to student feedback about factors impacting on their wellbeing at school. Leaders and teachers are actively reflecting on how they implement these values in their teaching practice, including for positive behaviour management. The school has recently strengthened its commitment to environmental education in response to student demand. Teachers are increasingly incorporating this, and a focus on understanding cultural diversity, into learning programmes.
The school has intentionally strengthened opportunities for Māori students to learn about and participate in aspects of their culture and language. Leaders have worked collaboratively with local runaka to develop protocols to use in school events and to access cultural knowledge to support learning programmes. They have appointed specialist staff to provide pastoral and language learning support to students. The school is in the early stages of developing similar programmes, relationships and responses to support Pacific student success.
School leaders collaboratively develop and pursue the school’s vision, goals and targets for equity and excellence. They have used internal evaluation information effectively to identify relevant goals and targets and to develop plans and strategies for improving outcomes for students. They actively promote ongoing teacher learning and development through providing the structures, resourcing training and guidelines. As a result teachers are reflecting deeply on their teaching practice and the difference it makes to student outcomes.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The school needs to extend the analysis of learning information to know how well all students are progressing in their learning from Year 9 to Yr 10, particularly those targeted for acceleration. The school has introduced new practices for tracking the achievement of junior students. Leaders and teachers are using the system well to identify students who may be at risk with their learning. In addition to tracking achievement, they now need to use this information to evaluate the rate of progress students are making. This will enable teachers, leaders and trustees to better evaluate and report the effectiveness and impact of junior programmes and learning support interventions on learning and progress over time.
ERO acknowledges the school is in the early stages of developing relationships and collaborative actions to support the success of Pacific students. School leaders are committed to building the sustainability of these approaches through effective school planning, professional learning, collaboration with students, families and communities and the evaluation of outcomes. They should use internal evaluation processes to ensure sustainability of improvements.
3 Other Matters
Provision for students in the school hostel
The school hostel, Waitaki House, currently accommodates 42 students. The hostel is owned by the Waitaki Girls’ High School Board of Trustees. The owner has attested that all requirements of the Hostel Regulations have been met. The principal has oversight of the hostel. She is supported by the hostel manager. ERO’s investigations confirm that there are sound processes to manage students’ safety and support their learning.
Positive features of the hostel include supportive relationships between the hostel and the school, regular surveying of students and valuing of their input, and good levels of pastoral care. The close proximity of the hostel to the school provides easy access to WGHS facilities. The hostel is responsive in supporting students who have extensive sporting, curriculum and performance commitments. The hostel is well managed by an experienced manager.
The hostel staff focus on the provision of a safe and supportive living and learning environment for the boarders.
Provision for international students
Waitaki Girls’ High School is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review there were three international students attending the school. ERO’s investigations confirmed that the school’s processes for reviewing compliance against the code are robust, well documented and lead to change where needed.
Students receive a welcoming and personalised orientation and induction to the school community. The international department and hostel staff collaborate to ensure international students’ needs are met throughout their stay. Valued outcomes for international students include academic and language learning, social integration, and participation in all that the school has to offer. Trustees receive regular reports about the provision for international students.
4 Board Assurance on Legal Requirements
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- finance
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration and certification
- processes for appointing staff
- stand down, suspension, expulsion and exclusion of students
- attendance
- school policies in relation to meeting the requirements of the Children’s Act 2014.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Waitaki Girls’ High School’s performance in achieving valued outcomes for its students is: Strong.
ERO’s Framework: Overall School Performance is available on ERO’s website.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- provision of a broad curriculum that responds very well to students’ interests and needs and provides coherent pathways to work and further learning
- effective systems for monitoring all students’ learning and wellbeing and supporting collaborative approaches to improving outcomes for students
- a caring, inclusive school culture providing a positive environment for learning.
Next steps
For sustained improvement and future learner success, priorities for further development are in continuing to extend the analysis of learning information and intervention outcomes for students in Years 9 and 10.
The board needs to ensure that the reviews of policies, procedures and emergency drills are being effectively implemented and reported.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
8 August 2019
About the school
Location |
Oamaru |
Ministry of Education profile number |
366 |
School type |
Secondary (Years 9-13) |
School roll |
402 |
Gender composition |
Girls 100% |
Ethnic composition |
Māori 12% NZ European/Pākehā 73% Pacific 9% Asian 5% Other ethnicities 1% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
June 2019 |
Date of this report |
8 August 2019 |
Most recent ERO reports |
Education Review May 2016 Education Review June 2013 Education Review November 2009 |
Waitaki Girls' High School - 25/05/2016
Findings
Students at Waitaki Girls' High School are proud of their school and its history. Staff are highly committed to providing well for their students. More students are experiencing success in NCEA. The principal is effectively leading staff development and a focus on improvement. Effective partnerships to support students’ learning are strengthening. Relationships are positive throughout the school and supportive of all students.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Waitaki Girls’ High School is a long-established secondary school for girls in Oamaru. Students are proud of their school with its extensive history. Students enjoy the tuakana-teina relationships that are fostered through the whānau group, peer support and competitive house system. The school’s boarding hostel, Waitaki House, is well established and on site. Along with New Zealand students, a small number of international students live there as boarders.
The school’s values of being ‘Respectful, Responsive and Resilient’ are helping to support the school in embedding a school-wide, positive-behaviour-for-learning programme. Students are well aware of these values. The school’s positive culture, recognised in the last ERO review, continues to be very evident.
Staff members work well together, ably led by the principal. There has been a small number of staff changes since the last ERO review (including two senior leaders). The student roll overall has remained stable. However, Māori and Pacific student numbers have increased.
Recent and ongoing external staff development has included participation in the (Pacific) Talanoa Project and the positive-behaviour programme.
Since the last ERO review, the library (Whare Mātauranga) has been relocated and successfully upgraded with increased student usage. In addition, some classrooms have been refurbished. The school has made good progress in addressing many areas identified in ERO’s 2013 report as needing to be improved. These areas include:
- teaching as inquiry
- shared (collaborative) inquiry into effective teaching practice
- strategic use of learning information
- curriculum review.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school is using individual student achievement information well to make positive changes to learners’ engagement, progress and achievement. This has been an area of substantial progress since the last ERO review. Student achievement is widely acknowledged and celebrated.
Student achievement information
Senior student achievement information shows:
- achievement across the National Certificate of Educational Achievement (NCEA) Levels I, 2 and 3 is increasing and higher than national comparisons
- significant gains in the percentage of students gaining NCEA Levels 1 and 2 in 2015
- most school leavers leave after their 17th birthday and have attained at least NCEA Level 2
- achievement in literacy and numeracy for NCEA Levels 1, 2 and 3 has increased over the last four years
- students in transition programmes experience high levels of success in gaining credits towards NCEA.
Students throughout the school participate and achieve in a wide range of sporting and cultural activities.
Use of student achievement information
Students in Years 9 and 10 are collating portfolios of their achievement and progress. All students are being encouraged and supported to reflect on the quality of their learning. Some senior students could have better access to individual NCEA credit tracking.
A current school-wide focus is for teachers to ‘know the learner’. Teachers are:
- using electronic profiles well to record, track and share achievement, progress and the support provided for junior students
- mentoring and supporting senior students who are at risk of not achieving NCEA
- providing specific feedback and next learning steps to students.
A challenge for teachers is to ensure all students understand their next steps.
There is improved reporting to parents, for example by sharing attendance and achievement information through an online portal.
Curriculum, pastoral and senior leaders are making good use of student engagement and achievement information to provide specific support for students at risk with their learning. Senior leaders have implemented effective systems to ensure early identification, more frequent sharing, appropriate support and close monitoring for these students. Staff are now confidently using the relatively new student-management system to support them in this.
The board is receiving useful information, mostly about senior student achievement, from the principal and curriculum leaders. This includes trends and patterns in NCEA achievement and future actions identified to promote improved outcomes for students.
Next steps
With improved use of student learning information, the school is now in a better position to:
- focus charter targets specifically on accelerating the progress of groups of students who are achieving at low levels with specific, collaborative planning for this
- ensure there is ongoing monitoring and reporting of progress towards meeting these targets at all levels of the school (involving teachers, curriculum and senior leaders and the board)
- provide the board with more useful information about the achievement and progress of students in Years 9 and 10, including for specific groups.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is effective in promoting students’ learning. It actively supports students’ opportunities to learn and is responsive to their immediate and future needs.
Students benefit from a curriculum increasingly focused on meeting their needs, interests and abilities. This can be seen through:
- increased opportunities for senior students to explore vocational pathways
- useful collaborations with local businesses and tertiary providers
- Level 1 NCEA adapted courses and increased use of distance learning
- extensive use of local learning contexts including local history, businesses, galleries and gardens
- high levels of achievement in literacy and numeracy in NCEA enabling students to achieve certificates in Levels 1, 2 or 3.
The school is making very effective use of connections that are educationally powerful. These include useful links with the Pacific community, teacher networks with other schools and transition processes with contributing schools.
There has been a school-wide focus (including useful professional learning and development) on developing and supporting the capabilities of middle leaders. Middle leaders are reporting student achievement and progress to senior leaders more frequently. There are increased opportunities for collaborations across departments. A cycle of curriculum review has begun. Useful departmental goals and reporting mean that senior leaders are very well informed about how well departments are providing for students.
Next steps
Leaders and teachers should extend their current e-learning planning and implementation to explore how modern teaching and learning strategies can be effectively used for all students.
Reporting to senior leaders and the board should be strengthened so that is it more evaluative.
How effectively does the school promote educational success for Māori, as Māori and Pacific as Pacific?
The proportion of Māori and Pacific students achieving NCEA qualifications has increased over time. Some Pacific students are receiving support with their English language learning.
Since the last ERO review, the language, culture and identity of Māori and Pacific students have been increasingly reflected in the life of the school. This is being actively promoted by the principal.
Pacific students feel a strong sense of belonging in the school. Their levels of attendance, engagement and achievement have improved significantly. School leaders say that this is largely due to the collaborative efforts of staff and the local cluster of the Pacific Talanoa project.
School leaders acknowledge that work still needs to be done to achieve equitable and excellent outcomes for Māori students. A dean has been appointed to oversee the school’s cultural initiatives and pastoral care and support for Māori and Pacific students. Students can learn te reo Māori through distance-learning. A challenge for this and other local schools is to find a teacher of te reo Māori.
ERO endorses the intention of school leaders’ to use the Talanoa model to guide the school’s planning for Māori Success. To help achieve this, the school should, in consultation with Māori students and their whānau:
- extend the ways in which Māori and Pacific language, culture and identity are promoted and made an integrated part of the school
- seek and act on ideas and opinions from Māori and Pacific students and their parents and whānau/aiga to inform internal evaluation and planning
- formalise planning to better show, monitor and report progress in enacting the above plans for Māori success.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. A school-wide culture of collaboration, reflection and improvement is focusing the board, leaders and teachers on achieving the best outcomes for students.
Board members bring a wide range of expertise and skills to their roles as trustees. Since the 2013 ERO review, the board has developed a useful governance manual to guide effective school governance. Trustees have participated in board training that has contributed to the review of school policies and procedures and strategic planning processes. The board is receiving more timely information about departmental performance, senior student achievement and future areas of development.
Senior leaders are focused on continuous improvement to school processes and practices. They are establishing clear expectations and systems that promote consistency and alignment throughout the school. The principal is effectively leading and prioritising time for teachers to reflect on, inquire into and share teaching practice which works for their students. This is strengthening a staff culture of collaboration and support across learning areas. Senior leaders have responded appropriately to staff perceptions about changes within the school. The school’s much-improved appraisal system is supporting and building teachers’ professional practice.
Areas for review or development
The board and senior leaders should now extend the scope of internal evaluation in the school. This should include:
- extending staff knowledge and understanding of high-quality internal evaluation practices
- establishing and formalising key principles and processes to guide and promote effective evaluation practice
- identifying internal evaluation priorities over time such as pastoral and learning support
- developing a cycle of review/internal evaluation that informs strategic planning
- ensuring student voice informs all internal evaluations/reviews.
The board should also ensure that robust processes are in place that provide regular anonymous feedback from all staff about their wellbeing and suggestions for ongoing improvement at the school.
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. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s internal evaluation process for international students is carried out each year.
At the time of this review there were three international students from Asia who live at the school hostel which supports their wellbeing and learning.
International students benefit from a high level of individual pastoral care and assistance with learning. This includes helpful English language support.
A new director of international students has been appointed. She monitors and ensures that international students have ample opportunities to be involved and included in the life of the school and wider community. A next step for the school is to provide an annual report to the board of trustees evaluating the success of the international student programme (for the students and the school).
Provision for students in the school hostel
Waitaki House, the school’s hostel, accommodates 49 students who make up 12% of the school roll. It is owned by the Waitaki Girls’ High School board of trustees. Girls attend the hostel from a wide geographical area.
The hostel manager works closely with the school principal and staff to provide a welcoming place for boarders that helps them to settle and develop a sense of belonging. Positive relationships among the boarders and with staff promote a caring atmosphere and support ongoing friendships. This is especially evident in the way older girls help younger girls. Some school staff come to the hostel regularly to help girls with their learning.
Since the 2013 ERO review:
- hostel policies have been reviewed and changed
- some aspects of hostel governance have been updated
- access to digital technology has improved throughout the hostel.
Parents have opportunities to meet with staff and provide their views about matters relating to the hostel. Although a formal survey has been conducted with the girls since the previous ERO review, feedback from boarders tends to be gathered and responded to informally.
Areas that need further development include:
- completing aspects of the governance manual for the hostel
- formalising processes for obtaining student and parent feedback about the hostel and increasing opportunities for consultation.
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.
Conclusion
Students at Waitaki Girls' High School are proud of their school and its history. Staff are highly committed to providing well for their students. More students are experiencing success in NCEA. The principal is effectively leading staff development and a focus on improvement. Effective partnerships to support students’ learning are strengthening. Relationships are positive throughout the school and supportive of all students.
ERO is likely to carry out the next review in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
25 May 2016
About the School
Location |
Oamaru |
|
Ministry of Education profile number |
366 |
|
School type |
Secondary (Years 9 to 13) |
|
School roll |
419 |
|
Number of international students |
3 |
|
Gender composition |
Girls: 100% |
|
Ethnic composition |
Pākehā Māori Pacific Asian Other |
75% 13% 7% 4% 1% |
Review team on site |
March 2016 |
|
Date of this report |
25 May 2016 |
|
Most recent ERO reports |
Education Review Education Review Education Review |
June 2013 November 2009 December 2006 |