Otago Boys' High School

Education institution number:
377
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Boys School)
Definition:
School with Boarding Facilities
Total roll:
874
Telephone:
Address:

2 Arthur Street, Dunedin

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Otago Boys' High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Otago Boys’ High School 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

Context 

Situated in the centre of Dunedin city, Otago Boys’ High School was founded in 1863 for boys from Years 9-13. Its vision is that its boys become confident, resilient men with a sense of purpose, prepared to explore and contribute to a changing world. The school is currently implementing a curriculum review to realise its vision and to enhance student engagement and success.

Otago Boys’ High School’s strategic priorities for improving outcomes for learners are to:

  • create a responsive and innovative curriculum.

  • meet the aspirational needs of all students, particularly Māori and Pasifika

  • focus on literacy and numeracy as the foundation of good learning practice.

You can find a copy of the school’s strategic and annual plan on Otago Boys’ High School’s website.

ERO and the school are working together to evaluate the impact of a student centred curriculum on building engagement with learning and encouraging all students to be successful learners.

The rationale for selecting this evaluation is:

  • to give effect to the refreshed New Zealand curriculum in ways that best address the particular needs, interests, and circumstances of the school’s learners.

  • the development of a new school strategic plan where opportunities to increase student engagement and achievement are to the fore.

The school expects to see:

  • the development of a school specific curriculum that engages boys in their learning and moves each boy forward, imparting a robust foundation for success in the senior school

  • boys having access to powerful learning experiences that build their capabilities and capacities as lifelong learners.

Strengths

The school can draw from the following strengths to support its goal to evaluate the impact of a student centred curriculum on building engagement with learning and encouraging all students to be successful learners:

  • a strong pedagogical knowledge of boy’s education

  • a passion for the personal and academic development of boys

  • a tradition of ongoing improvement

  • high levels of confidence and support for school leadership from the community and Board.

Where to next?

Moving forward, the school will prioritise:

  • the development of a student centred Year 9 - 11 curriculum informed by consultation with the school community, particularly Māori and Pasifika whānau

  • the strengthening of school-wide literacy and numeracy practices

  • improving systems and structures to measure progress and achievement, as well as develop the individual learner to realise their potential.

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

9 August 2023

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

Otago Boys' High School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Otago Boys’ 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 Otago Boys’ 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 August 2023

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

Otago Boys' 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. 

11 international students were enrolled at the time of the ERO review.

The school has established processes for reviewing its provision for international students and compliance with the Code. School governance and leadership are appropriately informed about student wellbeing, learning and engagement. 

Sound processes and practices support students to settle into and develop a sense of belonging within the school, home-stay or school hostel accommodation and in the wider Dunedin community. Students are encouraged and supported to take part in co-curricular activities alongside their peers. Several students spoken with have extensive involvements both within the school and the community.

 The school takes care in working with students to plan suitable academic programmes with the appropriate levels of English language learning support where required. Students’ courses reflect their interests and support their plans beyond school. A range of staff monitor international students’ academic progress and wellbeing.

Students spoken with indicated that they have good support networks with staff and connections with other students.

Shelley Booysen
Director of Schools

9 August 2023

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

Otago Boys' High School

ERO 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 have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.

The school hostel, School House, accommodates up to 150 students. At the time of this review there were 131 students in residence, including five international students. Most current boarders come from the wider Otago and Southland regions.

The hostel is located in the residential suburb of Roslyn, approximately five minutes’ walk from the school. It is made up of four freestanding dormitories, a recreation wing, prep rooms, and a dining/kitchen/ laundry/administration block. While outdoor recreation space is limited on the hostel site, students make regular use of the school’s facilities and the Moana Pool.

 Boarder safety is well supported. Boarders indicate that they had people they could approach is they had a concern or problem. There is good collaboration between staff to ensure a positive experience for boarding students and families. Hostel staff are providing the environment, systems, and conditions for effectively monitoring and managing boarders’ wellbeing.

Boarders spoken with are involved in a wide range of school and hostel activities. Boarders are offered a balance of opportunities to support their academic, cultural, and sporting development.  The hostel has strong communication networks with the school which determine extra academic assistance that might be required. Several teaching staff make themselves available in the evenings to support boarding students’ learning. The new hostel haka has helped strengthen the shared positive culture, alongside the boarders’ own internal School House competition.

Shelley Booysen
Director of Schools

9 August 2023

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

Otago Boys' High School - 26/09/2019

School Context

Otago Boys’ High School is a state secondary school for boys in Dunedin. The school has a roll of 815 students in Years 9 - 13.

The school’s vision is for ‘our boys (to) become confident, resilient men with a sense of purpose - prepared to explore, and contribute to a changing world’. The vision is underpinned by the values of Respect (Manaaki), Excellence (Hiranga), Courage (Kaha), Honour (Hōnore) and Perseverance (Pakepake).

Key strategic goals are:

  • our curriculum - measure and monitor the learning journey

  • our teachers - professional development building and supporting teacher capability

  • our community - maintain an inclusive school environment

  • our resources - ensuring the alignment of the hostel vision, mission and values with those of the school

  • our infrastructure - the best learning environment for staff and students.

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

  • achievement of boys in Years 9 and 10 in relation to levels of the New Zealand Curriculum

  • achievement in relation to the New Zealand Qualifications Framework

  • engagement and wellbeing for success.

Since the previous ERO review there have been personnel changes at middle and senior leadership levels. The recently elected board is a mix of experienced and new trustees.

The off-site hostel, School House, has a roll of 136 students.

The school is part of a Ministry of Education funded wellbeing initiative.

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 effectively supporting most students to achieve the school’s broad, valued equity and excellence outcomes. Most students achieve academically at or above expected New Zealand Curriculum and New Zealand Qualification Framework levels.

School learning information shows that over time:

  • almost all students, including most Māori students, consistently achieved NCEA Level 1

  • most students, including Māori students, consistently achieved at or near national expectations for achievement in NCEA Level 2

  • a large majority of students consistently achieved NCEA Level 3, with significant improvement in 2018

  • a majority of students achieved university entrance, with significant improvement in 2018

  • most Year 9 and 10 students made expected progress in literacy and numeracy.

Assessment practices for students with additional needs are individualised and provide information about individual progress and achievement. The school actively addresses students’ wellbeing.

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

The school can show that for the 2016 Year 9 cohort there was accelerated progress for Māori and Pacific students to achieve NCEA Level 1 in 2018. All students who need to make accelerated progress in their learning are identified, planned for and closely monitored schoolwide.

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?

Students are progressively leading their own learning, supported by a number of school-wide initiatives including learner capabilities, student feedback and voice, and wide-ranging opportunities for leadership. The focus on student leadership in learning, sport, culture and service provides opportunities for modelling tuakana teina, while showing respect for school traditions. Future focused initiatives are increasingly preparing students for success in and beyond school.

A broad local curriculum is focused on building literacy skills and enables students to follow their strengths and passions. A deliberate focus on student wellbeing, including ‘Above the Hoops’ and other positive behaviour initiatives, is contributing to a positive school culture, a stronger foundation for student learning, and a renewed focus on school values. Approaches to student learning and wellbeing are systematic and coherent.

The board of trustees and school leaders effectively serve the school and its community. Leaders collaboratively develop and pursue the school’s vision, goals and targets for equity and excellence. They consistently model school values and high quality practice. Informed decisions for school improvement are research based and supported by strong data management, and knowing the needs and learning pathways of all students.

Leaders build high trust and learner-focused relationships with families, whānau, and other education providers to increase opportunities for students. Strategic recruitment practices are building capability and capacity schoolwide. Students participate, learn, progress and achieve in caring, collaborative and inclusive learning communities. Student learning, wellbeing, achievement and progress are the board’s core concern.

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 next steps for schoolwide improvement are to continue to:

  • strengthen the alignment of strategic priorities with professional reflection and classroom practices, including teaching as inquiry

  • develop culturally responsive practices, including school-wide understanding and application of tikanga Māori and te reo Māori.

3 Other Matters

Provision for students in the school hostel

The school hostel, School House, accommodates up to 150 students. At the time of this review there were 136 students in residence, including 12 international students. This represents 16% of the school roll. The hostel is owned by the Otago Boys’ High School Board of Trustees. The owner has attested that all requirements of the Hostel Regulations have been met. ERO’s investigation confirms that there are sound processes to manage students’ safety and support their learning.

Since the 2016 ERO review, a new director of boarding and other key staff have been appointed, and a parent governance committee has been established. More robust systems and practices for managing boarders’ leave arrangements and homework time have been implemented. Hostel policies have been reviewed and are aligned with the policies of the school.

Boarders value the close relationships they form over their time together in the hostel. Older boys are mentors and role models for younger boys. A refurbished indoor recreation space provides opportunities for all age groups to socialise. Personal development programmes for boarders at each level are delivered over the course of the year.

Hostel students benefit from the close alignment of learning and wellbeing strategies with those in place in the school. Communication between school and hostel leaders, and whānau, supports boarders’ participation in all aspects of school and boarding life.

As the school seeks to maintain valued traditions while providing a modern boarding experience, hostel management would benefit from the development of a strategic plan that defines the vision and expected culture of the hostel. Senior boarders require greater clarity about their roles and expectations and would benefit from further leadership experiences. Regular, anonymous surveys of boarders would help to inform decision making.

Provision for international students

Otago Boys’ 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. 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 35 international students attending the school.

The international students are engaged in a programme that is personalised to meet their learning goals. Individual progress and achievement for each student is carefully monitored and reported on. Students receive effective support for learning English, with teachers providing a variety of programmes that are focussed on meeting their future needs. Students are well integrated into the school community and participate in a range of activities beyond the classroom.

International students’ pastoral support and accommodation arrangements are closely monitored by a caring and effective team of well-qualified staff. Students have a choice of either homestay accommodation or living at the school hostel.

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 Otago Boys’ High School’s performance in achieving valued outcomes for its students is: Well placed.

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:

  • a leadership team that collaboratively develops and pursues the school’s vision, goals and targets for equity and excellence
  • a research based approach to teaching and learning which informs decisions for school improvement
  • a supportive environment that allows students to progressively lead their own learning and follow their own individualised pathways.

Next steps

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

  • closer alignment of strategic priorities with professional reflection and teaching as inquiry processes to strengthen classroom practices
  • extending culturally responsive practices to improve schoolwide understanding and application of tikanga and te reo Māori.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

26 September 2019

About the school

Location

Dunedin

Ministry of Education profile number

377

School type

Secondary Years 9-13

School roll

815

Gender composition

Boys 100%

Ethnic composition

Māori 13%
NZ European/Pākehā 67%
Pacific 7%
Asian 11%
Other ethnicities 2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

26 September 2019

Most recent ERO reports

Education Review August 2016
Education Review December 2012
Education Review June 2009