Otago Girls' High School

Education institution number:
378
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Girls School)
Definition:
Not Applicable
Total roll:
699
Telephone:
Address:

41 Tennyson Street, Dunedin

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Otago 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

Founded in 1870 and located in the heart of Dunedin city, Otago Girls’ High School is the oldest state secondary school for girls in New Zealand. It provides education for girls from year 9 to 13. The school’s vision is, ‘Inspire - Empower - Challenge - Dream; Whakaohoho - Whakamana - Werohia - Moemoea

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. 

Part A: Previous Improvement Goals 

Since the previous report in October 2022, ERO and the school have worked together to evaluate the impact of the school’s evaluation practices on improving learning outcomes.

Expected Improvements and Findings

The school expected to see:

Learning area reporting that is evaluative, targeted, time efficient and sustainable, informing teaching and learning as part of an ongoing cycle of improvement.

  • Collaborative sense-making of achievement information more effectively reveals enablers and barriers for learners and is informing next steps for teachers’ planning. 

Inspiring and authentic learning opportunities that are responsive to learner needs developed as a result of improved evaluation practices.

  • A revised evaluative process prioritises improving learner outcomes and responding to trends across curriculum areas.
  • Consistent and meaningful reporting and evaluation practices are in place across all curriculum areas.
  • Dimensions monitored include student voice, attendance, retention, National Certificate of Educational Achievement [NCEA] achievement including endorsements, scholarships and priority learner group progress and achievement.

A strengthening of the evaluative understanding and collective capability of staff.

  • Mentorship structures have fostered effective distributed leadership and increased levels of confidence and capability among curriculum leaders.
  • Improvements in evaluation practices are informing teaching and learning and increasing flexibility in programme and assessment design.
  • Evaluation loops are established between curriculum leaders and their departments, senior leadership and the board, creating an iterative evaluative cycle. 

The greatest shift that occurred in response to the school’s actions is a strengthening of the reporting process to inform practice.

Part B: Current state

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

  • Students, including Māori and Pacific learners, are continuing to achieve very well in NCEA Levels 1, 2 and 3, as well as in University Entrance. 
  • Most Year 9 and 10 students are achieving at or above national expectations in both literacy and numeracy.
  • Regular attendance rates are above national averages.

Conditions to support learner success

Strategic leadership at curriculum area, senior leadership and board levels continually improves school conditions that promote student success. 
  • A widening range of evidence is used by teachers and leaders to set and pursue a small number of coherent goals at school-wide and curriculum area levels.
  • The developing use of formal evaluation processes helps leaders and board members to establish the impact of strategies on improving student learning outcomes. 
  • Professional development and collaborative mentorship by senior leaders are developing improved middle leadership capability. 
Teaching and learning are increasingly responsive to students’ identified needs.
  • The school is strengthening evaluation practices to improve student engagement, progress and achievement.
  • Curriculum leaders are addressing barriers to support improvements to student outcomes, curriculum implementation and classroom teaching.
  • Local contexts are increasingly reflected throughout the curriculum in a way that learners can see themselves, their identities and cultures. 
Consistent measures are used to monitor engagement and achievement to better track improvements in equity and excellence.
  • Parents, whānau and students are respected learning partners.
  • Māori and Pacific strategic plans are developed following consultation with learners, whānau, hapū and iwi to enhance engagement and achievement of learners. 
  • Learners have a strong sense of connection to the school, evidenced in regular attendance, high participation rates and achievement levels, and involvement in extra-curricular endeavours both within and beyond the school.

Part C: Where to next?

The agreed next steps for the school are to:

  • continue with mentorship of curriculum leaders in order to improve learning outcomes at classroom level
  • continue to improve learning outcomes by using curriculum area reporting to inform strategic planning.

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

Within six months:

  • focus mentorship of all curriculum leaders on strengthening evaluative practice and building capability
  • support new curriculum leaders to grow their strengths in evaluation practices in order to foster growth in the collective capability of staff within their curriculum areas

Every six months:

  • curriculum leaders share experiences and learnings about evaluation with other leaders and within their departments in order to strengthen the impact of evaluation on learner outcomes.

Annually:

  • outcomes in attendance, retention, NCEA achievement including endorsements, scholarships and priority learner group progress and achievement are regularly monitored and evaluated to ensure that students are engaged and making good progress
  • curriculum leaders develop evaluative reports collaboratively with their teaching staff to share with senior leadership and board and to inform school improvement actions
  • the school ensures relevant improvement priorities in its strategic and annual plans are aligned with and reflect knowledge building gained through curriculum area reporting improvements.

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

  • improved student outcomes including attendance, retention, NCEA achievement, scholarships and priority learner group progress and achievement
  • the development of increasingly flexible learning and assessment design addressing barriers to progress and achievement
  • increasing use of student voice to inform school improvement
  • further strengthening the strategic partnership between board and school.

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

18 June 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

Otago Girls' High School

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​  

As of ​May 2024​, the ​Otago 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​ 

Further Information 

For further information please contact ​Otago 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. 

Shelley Booysen 
Director of Schools 

​18 June 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 

Otago 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.

The school currently has 19 international students.

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. The school has developed comprehensive documentation to inform international students about the school. A new international director began at the end of 2023.

The school has a robust process for vetting homestays with wellbeing and safety being paramount. The school maintains regular contact with students about their homestay experiences, quality and care. The school also intends to seek ongoing feedback from homestay parents about homestay arrangements.

Students report that they are involved in a wide range of school extra-curricula activities. There are regular individual meetings with the Director to monitor student wellbeing.

International students are part of regular school academic checkpointing and reporting processes. Staff across the school are supportive towards international students. Students spoken with indicate that they have effective support networks with staff and connections with other students.

Shelley Booysen
Director of Schools

18 June 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 

Otago Girls' High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Otago Girls’ 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 

Founded in 1870 and located in the heart of Dunedin city, Otago Girls’ High School is the oldest state secondary school for girls in New Zealand. The school is committed to quality education in a safe, caring, and inclusive environment.

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

  • ākonga manage their wellbeing proactively and effectively

  • ākonga are empowered through learning opportunities that are inspiring, authentic, and responsive to their needs now and in the future

  • ākonga success and belonging is enhanced by learning environments that reflect and celebrate their diversity, while recognising the unique place of Māori in Aotearoa New Zealand.

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

ERO and the school are working together to evaluate the impact of the school’s evaluation practices on improving learning outcomes.

The rationale for selecting this evaluation is:

  • analysis of the school’s evaluation practices has informed a need to develop improved understandings about what information is most useful for decision making to improve learning outcomes 

     

  • by focusing on developing learning area evaluation practices, the school can strengthen the alignment of its strategic goals to improving learning outcomes

  • a wish to broaden the recognition and celebration of learner progress, engagement, and success.

The school expects to see:

  • learning area reporting that is evaluative, targeted, time efficient and sustainable, informing teaching and learning as part of an ongoing cycle of improvement

  • inspiring and authentic learning opportunities that are responsive to learner needs developed as a result of improved evaluation practices

  • a strengthening of the evaluative understanding and collective capability of staff.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the impact of the school’s evaluation practices on improving learning outcomes:

  • a learning community that is willing to embrace change and to innovate to strengthen pedagogies and learner outcomes

  • A strong partnership between school and board that collaborate well to improve learning outcomes.

Where to next?

Moving forward, the school will prioritise:

  • collaborative sense-making of achievement information, inquiring into enablers and barriers for learners and informing next steps iteratively across the school year

  • a revised evaluative process that prioritises improving learner outcomes and responds to trends across learning areas

  • leaders and teachers across the school tracking and evaluating the impact of evaluation practices on continuous improvement.

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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

12 October 2022 

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 Girls' High School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of June 2022, the Otago Girls’ High School Board of Trustees 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 Girls’ High School Board of Trustees.

The next Board of Trustees 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

12 October 2022 

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 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.  

The school currently has 12 international students.

Sound processes and practices support students to settle into, develop a sense of belonging and be active participants in the school, home-stay settings 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.

Students’ courses reflect their interests and support their plans beyond school. The school takes care in working with students to plan suitable academic programmes with the appropriate levels of English language learning support where required.  Staff monitor international students’ academic progress. The careers department is involved in supporting students in their next steps when they leave the school.  School governance and leadership are appropriately informed about student wellbeing, learning and engagement. 

Students’ wellbeing is monitored and supported by links between international students, families, staff and the International Dean and Director. Students spoken with indicated that they have good support networks with staff and connections with other students. Information relevant to international students is effectively recorded and updated on the school’s SMS system.  

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

12 October 2022 

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 Girls' High School - 29/10/2015

1. Context

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

Otago Girls’ High School provides high quality education for students from Years 9 to 13. As the oldest secondary girls’ school in New Zealand its buildings, displays and other connections to the past are clearly evident and part of students’ learning programmes.

Students learn in a very positive, settled and supportive school culture which promotes their engagement and achievement. In 2014 the school gained a New Zealand Foundation for Character Education Award. Teachers and leaders work well together, sharing ideas and teaching practice. They communicate well with each other and the students, using ICT effectively in the process. Some senior classes and activities are shared with Otago Boys’ High School.

The school is extending its connections beyond the school to better support its students. It has formed a wide range of community partnerships to help enhance students’ learning. Partnerships with parents/whānau have been strengthened. Students have increased opportunities for service and other experiences of interest beyond the school. Key examples include the:

  • recent introduction of student learning conferences with parents and teacher mentors
  • increased focus on global connections through the wide range of languages taught, trips, exchanges, teacher scholarships and a global-learning programme for students
  • establishment and use of an alumni association.

Students ERO spoke with were very positive about:

  • the changes they perceive in their school culture
  • the way their teachers care about them as individuals and their learning
  • how their learning and wellbeing are valued.

Since the last ERO review in March 2011 a new principal has been appointed. There are more Pacific students enrolled. An enrolment scheme continues to be in place. A school-wide programme to promote and celebrate positive learning, behaviour and engagement is well embedded. Pastoral and support systems for students have been restructured to better meet their needs.

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 very well to make positive changes to learners’ engagement, progress and achievement.

Senior student achievement information shows that:

  • achievement across NCEA is increasing and is higher than comparative schools nationally
  • there is an increase in the proportion of students participating in NCEA
  • the proportion of school leavers with NCEA Level 2 is consistently greater than 90%
  • achievement in literacy and numeracy at all levels of NCEA is consistently high
  • the proportion of students gaining merit and excellence endorsements has increased over time for most levels of NCEA
  • the retention of students to 17 years of age is very high.

The school’s Year 9 and 10 student achievement information shows:

  • most students make good progress in literacy and numeracy
  • most students are achieving at levels likely to prepare them for successful completion of Year 11 NCEA Level 1
  • significant gains in student achievement overall between Years 9 and 11.

Students feel well supported by teachers with their learning. Senior students are well aware of their progress towards NCEA. Students know what they need to do to improve their levels of achievement. They receive high quality next learning steps from their teachers.

Teachers are improving assessment opportunities for students to better meet students’ needs. They use student achievement information to reflect on the effectiveness of their teaching. They closely monitor and support students’ progress over time.

Learning area leaders use student achievement information well to evaluate programmes and practices within their departments.

Senior leaders effectively use student learning information to evaluate how well programmes and initiatives are supporting students to learn and achieve. They have made substantial changes to class organisation and timetables to improve outcomes for students.

Trustees receive comprehensive information about student achievement across the school and are increasingly using this to help inform their decision making.

Next step

Senior leaders and trustees should review some student achievement targets to ensure a more specific focus is placed on students receiving additional support to progress their learning.

3. Curriculum

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

The school’s curriculum is very effective in promoting and supporting students’ learning. It provides rich and extensive learning opportunities for all students. Students are highly involved in academic, sporting and cultural activities. Teachers encourage and support students to take responsibility for their learning. Students have many opportunities for leadership. This helps ensure they are actively involved in and contributing to the school curriculum.

Key features of the curriculum include:

  • effective teaching, modelling and celebration of the school values of respect, positivity and integrity across all areas of the school
  • a wide range of learning experiences that reflect students’ interests and needs
  • a focus on offering students opportunities to develop global-citizenship competencies.

Students in need of additional help with their learning are effectively supported through targeted programmes and individuals attention. Support and resourcing for these learners has been strengthened.

Teachers provide students with multiple and varied opportunities to learn. They respond to student feedback and achievement information by adapting course content, assessment activities and their teaching practices.

School leaders have clear expectations for curriculum review, development and delivery. They are working with teachers to encourage robust evidence-based analysis of student outcomes. They create flexible and supportive conditions which allow for curriculum innovation.

Next step

The school is in the early stages of using the Vocational Pathways framework with students and teachers. ERO and the school agree that the next step is to:

  • investigate how well the current curriculum for senior students is preparing them to access pathways to future learning and work.
How effectively does the school promote educational success for Māori, as Māori and Pacific, as Pacific?

Māori students make up 11% of the school roll and Pacific students 6%. They achieve well in NCEA. Almost all students stay at school until they are 17 years of age. More students are choosing to learn te reo Māori and join the kapahaka group.

The school has strengthened its focus on raising individual achievement, celebrating success and retaining students to senior school levels. This is evident in the range of engagement and achievement initiatives for Māori and Pacific students. These include:

  • increasing opportunities for Māori and Pacific students to learn and share their language, culture and identity
  • successfully working with other schools, groups and experts
  • seeking and acting on ideas and opinions from Māori and Pacific students and their whānau/aiga
  • creating more opportunities for Māori and Pacific students to support and mentor their peers
  • ensuring te reo Māori classes are made available for students in Years 9-13
  • enabling more opportunities for students to gain NCEA credits for participation in kapahaka.

School leaders could:

  • extend how student survey information is used to inform planning and decision making for Māori and Pacific students
  • formalise overall planning to better show, review and report what the school is doing to best meet the needs of Māori and Pacific students.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance. The charter, including the strategic plan supports school improvement.

Senior leaders effectively use internal evaluation to support school operations and student outcomes. They have a clearly defined process for this. Appropriate forums are provided for teachers and students to comment on how they are finding aspects of the school. Teachers are supported and expected to inquire into aspects of their teaching practice.

The principal and other senior leaders:

  • very effectively manage change, evaluation and innovation, and are mindful of student and staff wellbeing
  • make changes that are thoroughly researched and prepare and support staff to effectively implement them
  • promote and participate in professional learning
  • work well together as a team and support other leaders and teachers to make changes for the benefit of students.

The principal effectively leads and models a culture of inquiry. She uses close scrutiny to inform change. She is actively leading a global focus for students.

The board is representative, responsive and committed. Trustees are in the process of rationalising their procedures to support their policies.

Next steps

Trustees could strengthen their ability and confidence to inquire deeply into the information they are presented with. They should also consider how to best make all governance documents more easily available for all trustees.

The board and senior leaders agree that more formal monitoring and reporting against the school’s strategic goals and annual targets would be useful.

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.

At the time of this review there were 41 international students attending the school, including one exchange student.

International students’ wellbeing and learning needs are closely monitored and supported by experienced staff. The staff communicates very effectively about students’ ongoing needs and progress. The integration of international students within the school is promoted.

A next step is to reinstate reporting to the board on learning and wellbeing outcomes for international students.

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

Otago Girls’ High School provides very well for its students. There are high levels of student involvement in sports, cultural events, trips, camps and exchanges. Students achieve very well in academic and other pursuits. A positive, inclusive atmosphere pervades the school with everyone working together to best support the students. The school is very effectively led and managed.

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

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

About the School

Location

Dunedin

Ministry of Education profile number

378

School type

Secondary (Years 9 to 13)

School roll

817

Number of international students

41

Gender composition

Female:                100%

Ethnic composition

Pākehā
Māori
Asian
Other
Pacific

67%
11%
   8%
   8%
   6%

Review team on site

August 2015

Date of this report

29 October 2015

Most recent ERO reports

Education Review
Education Review
Education Review

March 2011
September 2007
August 2004