Barry Avenue , Cromwell
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.
Cromwell College is a rural co-educational secondary school for learners from Year 7 to Year 13 located in the Cromwell Basin. The school’s kawa (values) are kia manaaki (be respectful), kia māia (be courageous), and kia rawe (be your best).
There are three parts to this report:
Part A: A summary of the findings from the most recent Education Review Office (ERO) published report and subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report in April 2023, ERO and the school have worked together to evaluate the impact on improved learner outcomes and academic achievement of an inclusive education. This approach is based around teaching and learning practices responding to learners’ languages, cultures and identities, Te Whare Tapa Whā wellbeing model, local contexts and the College’s kawa (values).
The school expected to see:
The continuing development of restorative systems and practices and caring values, where mutual respect and a sense of belonging create a basis for sustained connection to school.
An emphasis on inclusive teaching practices to meet the learning and wellbeing needs of the school’s diverse range of learners.
The development of a pilot programme to build positive engagement and achievement among the school’s priority learners.
An increased focus on achieving personal excellence.
The greatest shift that has occurred in response to the school’s actions is the embedding of inclusive practices that effectively meet the needs of learners; this includes careful consideration of pathways and supports for learners to achieve their potential.
The following findings are to inform the school’s future priorities for improvement.
| Most learners progress and achieve at appropriate curriculum levels and in school qualifications; outcomes are equitable. |
| Leaders use a range of appropriate evidence to strengthen decision making about the school’s direction and priorities. |
| Curriculum design and teaching practices are increasingly responsive to learners’ needs. |
| Leaders and the board ensure that community consultation and involvement meaningfully informs school improvement in learning, wellbeing and governance. |
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.
Sharon Kelly
Acting Director of Schools
27 February 2025
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 Cromwell College Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Cromwell College 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
27 February 2025
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.
At the time of this review there were six international students attending the school.
The school has established processes for reviewing its provision for international students and compliance with the Code. School leadership is 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 regular progress meetings with international students both individually and as a group and seeks feedback from students about their school and homestay experiences and wellbeing. The school takes care in working with students to plan suitable academic programmes.
International students report that they appreciate high levels of pastoral attention and care. They are involved in a range of school extra curricula activities, as well as activities outside school. Students report that they enjoy their programmes at the school and find staff across the school are supportive towards them.
Sharon Kelly
Acting Director of Schools
27 February 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Cromwell College working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Cromwell College is a rural co-educational secondary school for students from Year 7 to Year 13 located in the Cromwell Basin.
Cromwell College’s strategic priorities for improving outcomes for learners are:
striving for personal excellence
nurturing an environment of respect
making effective use of our resources.
You can find a copy of the school’s strategic and annual plan on Cromwell College’s website.
ERO and the school are working together to evaluate the impact on improved learner outcomes and academic achievement of an inclusive education based around culturally responsive teaching and learning, Te Whare Tapa Whā wellbeing model, a localised curriculum and the College’s kawa [values].
The rationale for selecting this evaluation is:
wellbeing surveys and student voice have indicated the potential to further increase student engagement and academic achievement
a wish for learners to live out the school’s kawa, as well as appreciate the wairua and whenua of the region, in order to increase connection to learning.
The school expects to see:
the continuing development of restorative systems and practices and caring values, where mutual respect and a sense of belonging create a basis for sustained connection to school
an emphasis on inclusive teaching practices to meet the learning and wellbeing needs of the school’s diverse range of learners
the development of a pilot programme to build positive engagement and achievement among the school’s priority learners
an increased focus on achieving personal excellence.
The school can draw from the following strengths to support its goal to improve learner outcomes and academic achievement:
the valuing of contributions from student leadership and positive connections with the school community that is informing ongoing improvement
a senior leadership team and teachers who actively seek new approaches to improve outcomes for all learners
the school’s commitment to continue to develop flexible pathways for learners - any place, any time, anywhere, to enhance engagement and achievement.
Moving forward, the school will prioritise:
embedding consistent inclusive practices and restorative systems to increase student engagement and achievement in learning
regular sharing of achievement information both within the school and in reporting to the school community to accelerate learner progress, informed by each learner’s goals
the continuing collection, analysis and recognition of learner and school community voice to inform progress.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen
Director of Schools
28 April 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2023, the Cromwell College Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Cromwell College, 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
28 April 2023
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 and has completed an annual self review of its implementation of the Code.
Three international students were enrolled at the time of the ERO review.
The school has established strong processes for reviewing its provision for international students and compliance with the Code. School governance and leadership are appropriately and regularly informed about student wellbeing, learning and engagement.
Sound processes and practices support students to settle into, develop a sense of belonging and be active participants in the school, home-stay accommodation and in the wider community. The school enrols up to a maximum of 12 international students in order to support a quality experience and develop relationships inside the school community. Considerable care is taken to ensure the suitability of home-stay placements.
The school takes care in working with students to plan suitable programmes with the appropriate levels of English language learning support where required. The international director thoroughly monitors international students’ academic progress and wellbeing.
Shelley Booysen
Director of Schools
28 April 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Cromwell College is a Years 7 to 13 state co-educational school in Central Otago. It has a current roll of 503 students. Since the 2014 ERO review, the roll has increased by 20%.
The school’s vision is: Best I can be. Its mission is to produce students who are: respectful, courageous, life-long learners who pursue excellence. Its values are: kia manaaki (respect), kia māia (courage) and kia rawe (personal excellence).The board’s strategic goals are: striving for personal excellence; nurturing an environment of respect; and making effective use of resources.
Leaders regularly report to the board schoolwide information about outcomes for students in the following areas:
achievement in relation to levels of The New Zealand Curriculum and the New Zealand Qualifications Framework
engagement and wellbeing for success
achievement in relation to school goals.
There have been recent changes in middle and senior leadership. The school hostel provides apartment living for senior students.
The school is part of the Community of Learning|Te Kāhui Ako o ngā awanui.
Cromwell College is effective in achieving equitable and excellent outcomes for most of its students.
In each of the past three years, achievement of the National Certificate of Educational Achievement (NCEA) Level 2 has improved. An increasing number of students have gained NCEA merit and excellence endorsements. Proportionately more girls than boys gained the NCEAs, and an improved proportion of Māori students gained NCEA Levels 1 and 2 in 2018.
Students in Years 9 and 10 achieve at expected curriculum levels in most learning areas. Significant improvements were made in reading and writing in 2018.
Most students in Years 7 and 8 achieve at expected curriculum levels in reading, writing and mathematics. There is disparity in boys’ achievement in reading and mathematics, and significant disparity in boys’ writing at this level. An equitable proportion of Māori students in Years 7 and 8 achieve at expected levels in literacy and numeracy.
School leaders measure and report on other valued outcomes. Success in student leadership and citizenship programmes is reported to and valued by the board. Attendance has improved significantly for all students. Through longitudinal surveys, students report positive wellbeing outcomes, including feeling safe at school. A significant proportion of students make positive transitions to employment.
The school effectively accelerates the progress of those Māori and others students who need this.
Processes to identify, track and support students at risk of not achieving are well embedded in the senior levels of the school and are developing for students in Years 7 to 10. The school has implemented a range of programmes aimed at accelerating learning for those who need this. Leaders have begun to evaluate the impact of these programmes.
Students are provided with good opportunity to learn, achieve and progress in the breadth and depth of The New Zealand Curriculum through:
active use of the local environment to support outdoor pursuits, leadership development and education outside the classroom
highly productive partnerships with local industries and tertiary providers to support career exploration and transition
effective use of external education providers to enhance curriculum choice for senior students
teachers deliberately aligning task design, teaching activities and resources to promote achievement of learning outcomes.
Students participate and learn in a caring, collaborative learning community characterised by respect, relational trust and cooperation. This is evident in the teaching, modelling and celebration of the school’s values. A consistent approach to positive behaviour management is promoted and shared with teachers, students and the community.
Communication within and beyond the school is increasingly effective in promoting positive outcomes for students. The pastoral network of teachers communicates effectively and responds quickly to a wide range of student needs. Parents and whānau are informed about student engagement, learning and wellbeing through improved communication. Strengthened collaborative practices for monitoring students’ attendance have improved their opportunities to learn. A range of student support services and programmes enables the school to respond to the wellbeing needs of individuals and groups of students.
Leaders have implemented effective schoolwide systems for tracking and monitoring all students’ progress. Leaders and teachers use these systems increasingly well to know what works to improve and support outcomes for students in learning, wellbeing and engagement.
Leaders contribute positively to the Cromwell College learning community. This is evident in:
the leaders’ responsiveness to student voice and the promotion of student leadership
the supportive, professional environment in which teachers work
the principal’s commitment to te reo Māori and kapa haka that is reflected in the increased visibility of te ao Māori in the school.
Trustees, leaders and teachers recognise the importance of student and community voice and use it as a key resource when deciding priorities for improvement. Evaluation, including professional inquiry, enables the creation and sharing of new knowledge and understandings about what makes a bigger difference for all learners.
Community resources enhance student learning, wellbeing and transition opportunities. The board has engaged meaningfully with the school community to develop and refresh the vision, values and strategic direction of the school. It builds relational trust with the community to ensure active, reciprocal communication with and participation in the life of the school.
ERO has identified, and the school agrees, that trustees, leaders and teachers need to:
embed the tracking, monitoring and reporting of student progress and achievement in Years 7 to 10
put in place a cohesive school-wide literacy approach with a particular focus on boys’ progress and achievement, and evaluate its impact on student outcomes
continue to build teacher agency in differentiated teaching strategies to meet the diverse needs of learners.
The school hostel, Cromwell College Apartments, accommodates up to 22 students. At the time of this review there were 19 students in residence, 3% of the school roll. The hostel is owned by the Cromwell College Charitable Trust. The owner has attested that all requirements of the Hostel Regulations have been met. ERO’s investigations confirm that there are sound processes to manage students’ safety and support their learning,
Students live in groups of five in each apartment and take responsibility for their own care and wellbeing such as menu planning and cooking. Their life skills, outdoor pursuits programme and academic studies are well supported by hostel and school staff.
Students spoke very positively about the hostel’s inclusive culture, their growing independence and the high level of pastoral support they receive.
Cromwell College 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. 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.
At the time of this review, there were seven international students attending the school.
Students receive a welcoming and personalised introduction to the school and the community. The international department is well resourced and staff ensure international students’ needs are met throughout their stay. Valued outcomes for international students include academic and language learning, life skills, leadership and outdoor education. Trustees receive regular reports about the provision for international students.
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.
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Cromwell College’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
the broad, localised and responsive curriculum that engages students
the positive culture for learning and wellbeing that supports students to learn
engagement and involvement with the community that establishes effective school community partnerships.
For sustained improvement and future learner success, priorities for further development are in:
embedding the tracking, monitoring and reporting of student progress and achievement in Years 7 to 10
implementing a cohesive school-wide literacy approach with a particular focus on boys’ progress and achievement, and evaluating its impact on student outcomes
continuing to build teacher agency in differentiated teaching strategies to meet the diverse needs of learners.
Alan Wynyard
Director Review and Improvement Services Southern
3 May 2019
|
Location |
Cromwell |
|
Ministry of Education profile number |
373 |
|
School type |
Secondary (Years 7 to 13) |
|
School roll |
503 |
|
Gender composition |
Girls 49% Boys 51% |
|
Ethnic composition |
Māori 19% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2019 |
|
Date of this report |
3 May 2019 |
|
Most recent ERO reports |
Education Review October 2014 |