Macleans College

Education institution number:
41
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
2626
Telephone:
Address:

2 Macleans Road, Bucklands Beach, Auckland

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Macleans College - 24/09/2018

School Context

Macleans College is a co-educational school catering for students from Years 9 to 13. The school roll includes four percent Māori students and two percent Pacific. Chinese students comprise 33 percent of the roll.

The school is founded on eight whānau houses. Each whānau house comprises a large building with a variety of teaching spaces and a commons area which acts as a social space. Each ‘whānau’ is an extended family of approximately 300 students which operates as a mini school within the larger school. On arrival a student is placed in a form class assigned to one of the whānau houses. The student remains in that form class and whānau house for the duration of their time at the college.

The school’s mission is to educate every student to achieve their full potential as a whole person and enable them to make a lifelong positive contribution to society. The ‘Macleans’ Values’ of manners, articulate, courage, loyalty, effort, authority respected, no lies, and sympathy and service, underpin the vision.

The board’s strategic intent is to:

  • deliver quality teaching and learning

  • prioritise extra-curricular activity to foster students’ holistic development

  • recognise the whānau house as fundamental to the delivery of pastoral care for students.

Leaders and teachers report to the board, school-wide information about outcomes for students in the following areas:

  • achievement within the New Zealand Qualifications Authority framework

  • achievement within the Cambridge Qualifications framework

  • progress and achievement in literacy and mathematics in Years 9 and 10.

Since the 2014 ERO review, the board has appointed a new principal along with three new senior school leaders. Macleans College continues to offer dual qualification pathways providing students with the options of National Certificates of Educational Achievement (NCEA) and Cambridge International Examinations (CIE). The College is part of the Eastern Learning Network which presently has a focus on developing in-school coaching and mentoring programmes for staff.

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?

Students achieve excellent educational outcomes.

The school’s achievement information shows sustained high levels of academic achievement in both NCEA and CIE for all groups of students, including Māori and Pacific learners. The school continues to increase achievement levels with an upward trend in the number of excellence endorsements at Levels 1 and 2 in NCEA and A grades in CIE. The school is justifiably proud of its increasing scholarship achievement, gaining 167 scholarships in 2017. Over 90 percent of students achieve University Entrance.

School data shows some disparity of achievement between boys and girls. A school-wide focus on boys’ learning and engagement is highly evident. Some positive trends are emerging that show this disparity is reducing.

Year 9 students are tested on entry and placed in broad achievement bands for mathematics and literacy. It is notable that a significant number enter in the top achievement band for mathematics. The school caters very well for this group through extension programmes. School data shows that Junior School students, across all achievement bands, respond very positively to the guidance they receive from teachers and peers. This is evident in the improvements they make in their learning.

Students achieve very well in relation to the school’s broader valued outcomes. Most students:

  • embrace learning and academic challenge

  • have a strong sense of belonging and willingly contribute to the life of the school and the learning of their peers

  • show respect for themselves, others and the environment

  • are confident and demonstrate a strong sense of self-worth.

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

The school is very effective in responding to those students whose learning progress needs acceleration.

Student achievement data is very well collated and analysed. The school identifies students who would benefit from targeted support so that they make more accelerated progress. Interventions for students, with a particular focus on literacy and numeracy, are overseen by the learning support team. Data show that these students make very good progress and achieve success in academic qualifications over their time at school.

The school’s whānau system provides good support for students whose learning needs acceleration. It does this by connecting learners closely with each other, and their teachers. Classrooms are settled and purposeful places for learning. Teachers across faculties collaborate to support the progress of individual learners. Targeted peer mentoring programmes, where older students support the learning of younger students, build students’ confidence and engagement in the learning process.

The school is proactively working towards improving parity for boys in literacy through various initiatives. Teachers promote and use strategies that encourage students’ active participation in their learning as part of their strategic approach to addressing any disparity in academic outcomes.

Over half the school’s students are bilingual or new learners of English. These students benefit from highly effective English language programmes that progressively step learners into mainstream subjects. The school’s data show that these students go on to achieve academic 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 school has a strong vision for education. Its values and traditions, together with the board’s strategic intent and high expectations for every student, provide a sound platform for continuously enhancing equity and excellence. School governance practices drive and enhance the vision very effectively. As a result, there is a coherent and successful approach to improving outcomes for all learners.

School leadership is highly effective. Leaders ensure an orderly and supportive environment that contributes to student learning and wellbeing. Senior leaders are leading the school community to develop a curriculum that is responsive to the changing needs of the 21st Century learner, who is a participant in a bicultural society. A strategic approach to developing the middle leadership group as leaders of learning is strengthening conditions for equity and excellence in the school. Student leadership is a further strength of the school and is now focused on developing students’ sense of efficacy and agency in relation to their learning and wellbeing.

Teachers benefit from a strategic and coherent approach to building their professional capability and collective capacity to deliver the curriculum. The board and school leaders have strengthened the ‘Teaching and Learning Team’ to grow a professional community focused on collaboration and inquiry to support responsive and adaptive teaching practice. There is a deliberate move towards more student centred teaching and learning practices. Appropriate professional learning and development opportunities and robust appraisal processes play an integral part in supporting the school’s strategic direction.

Students experience a rich and broad curriculum that enables them to excel academically and develop the skills of lifelong learners. There are growing opportunities for them to pursue various learning pathways. School leaders continuously revisit and adapt subject options to better cater for students’ interests and capabilities. The school expectation that every student will participate in extra curricula activities adds breadth to the curriculum and fosters the holistic development of learners.

The school has made significant progress with its bicultural curriculum. All students take compulsory Māori Studies in Year 9 and have access to te reo Māori programmes through to Year 13. The board and leaders’ commitment to recognising the bicultural heritage of Aotearoa New Zealand is evident in the appointment of two specialist teachers of Māori, regular professional development for staff and the inclusion of culturally responsive teaching practice in the school appraisal system. Māori students enjoy learning as Māori and achieve success as Māori.

Comprehensive pastoral care systems support students to be confident and connected learners. The open communication between form teachers, class teachers, whānau leaders and senior leaders creates a strong network of support for students. A well-resourced and capable student advisory team provides further support for students in times of need. Students also play an important role in supporting peers and their wellbeing.

Internal evaluation is used very well to improve outcomes for students. Robust quality assurance and monitoring processes are in place to ensure school expectations are met. Deep internal evaluation practices across the school include student and teacher voice, the use of inquiry questions, and link to the school’s strategic goals. Internal evaluation is strongly evidenced based and incorporates well analysed student outcome data.

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

Senior leaders continue to explore ways to support the school’s focus on enriching learning for students. The school has decided to disestablish NCEA Level 1 and the International General Certificate of Secondary Education (IGCSE) for Year 11 students, in the year 2020. Further developments will focus on developing a Year 9 to 11 integrated curriculum. School leaders appropriately consider this an opportunity to enhance a curriculum that is targeted towards the needs of the Year 11 learner, with relevant student outcomes.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of 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 343 international students attending the school.

ERO confirms that the school’s internal evaluation process for international students is thorough. The school has highly effective systems and practices to ensure the quality of education and pastoral care of international students. Students’ progress and achievement is well monitored, and their course selections are personalised. Students integrate well into the school’s education community.

4 Going forward

Key strengths of the school

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

  • a vision for education that improves academic outcomes for students

  • school leadership, at all levels of the school, that is responsive and actively supports equity and excellence

  • systems and strategies that develop confident professional teachers and responsive and adaptive teaching practice

  • internal evaluation practices that support ongoing improvement.

Next steps

For sustained improvement and future learner success, the priority for further development is to create a Year 9 to 11 integrated curriculum that is targeted to the requirements of the Year 11 learner.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

24 September 2018

About the school

Location

Bucklands Beach, Auckland

Ministry of Education profile number

41

School type

Secondary (Years 9 to 15)

School roll

2214

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori
Pākehā
Chinese
Indian
Southeast Asian
other European
other Asian
other ethnic groups

4%
24%
33%
11%
4%
12%
7%
5%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

24 September 2018

Most recent ERO report(s)

Education Review June 2014
Education Review June 2010
Education Review June 2007

Macleans College - 24/06/2014

Findings

Students receive a high quality education that prepares them well for future study and career pathways. They experience an all-round education, including extra-curricular activities, designed to promote their wellbeing. The school’s whānau house structure supports sound communication and positive relationships between students, their families and staff.

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

1 Context

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

Macleans College is a large multicultural secondary school in Bucklands Beach. It continues to provide high quality education that successfully caters for the 55 different nationalities represented among its local and international students. The school’s model of eight whānau houses provides a welcoming and supportive environment for student learning, pastoral care and collegiality. Three percent of students identify as Māori, and one percent as having Pacific heritage. Chinese students make up approximately a third of the school roll.

Students continue to be highly successful in National Certificates of Educational Achievement (NCEA) and the Cambridge International Examination (CIE). They benefit from many opportunities to participate in a wide variety of academic, arts, cultural and sporting activities. As noted in previous ERO reports, management and governance are focused on improved outcomes for students. Effective leadership at the various levels of the school promotes and provides for students’ diverse learning needs.

The school is well governed and well led by a team of highly capable professionals. The board of trustees is very supportive of the principal and staff and has a sound understanding of its governance role. The school continues to contribute to community and educational development. Since ERO’s 2010 review, there has been a significant commitment to enhancing literacy and numeracy learning, Māori and Pacific mentoring practices, and the quality of teaching and learning in the school.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school’s use of assessment information is highly effective in sustaining and promoting individual students’ progress and achievement. Evidence-based decision making is robust across all year levels of the school.

School leaders have further reviewed their data analysis tool that provides them with rich information about trends and patterns in students’ needs, progress and achievement. Self-review information is well used by school leaders and trustees to set meaningful academic targets, to allocate resources, and to evaluate the impact of decisions.

Students, including Māori and Pacific students, continue to achieve highly in both NCEA and CIE. The focus on excellence is clearly evident in the upward trend of student NCEA scholarship achievement, reaching 120 in 2013. Analysis of Year 9 and 10 data indicates that students make very good progress over the two years, laying a sound foundation for future success in the senior school and beyond.

School data shows that students at this school have, for many years, exceeded the government’s NCEA achievement goal. School information shows that Pacific students generally achieve very well, and receive support as necessary.

Students are highly motivated and engaged. They respond to teachers’ high expectations for success and are knowledgeable about their learning. Good use of student achievement data enables teachers to teach specifically to fill the gaps in students’ skills and knowledge. Student achievement data is well used at faculty level to inform teachers’ practice. Faculties use the information well to set and monitor specific targets and to further increase students’ success.

Students with additional learning needs are well supported. Strong pastoral systems enable these students to build their confidence and self belief. Students who show particular abilities and talents have extensive opportunities to follow their interests. Many experience high levels of success in a wide range of sporting, cultural and performance events and enrichment programmes offered at the school.

The board is very well informed through regular reporting about Year 11 to 13 student achievement. Sharing further information about students’ progress across the curriculum in Years 9 and 10 would enhance trustees’ knowledge about the effectiveness of teaching programmes.

The school has well established systems that enable parents to engage with teachers and be well informed about their children’s needs, progress and achievement. The school reports high levels of parent interest and involvement in their children’s learning.

3 Curriculum

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

Macleans College’s broad curriculum is highly effective in promoting and supporting student learning. Students respond well to the ethos of high expectations across all aspects of the school’s programmes.

Student wellbeing is a priority and is valued as the foundation of the school curriculum and successful teaching and learning. The whānau house system, which school leaders describe as ‘eight small schools within the school’, strongly supports students’ emotional and social wellbeing. Each of the eight houses consists of a community of Year 9 to 13 students, a combination of senior and faculty leaders, and teachers from a variety of subject areas. The houses are well led by the whānau house leader. Students benefit from the network of communication among the adults responsible for their care.

The school curriculum is a strongly interwoven model through which students have opportunities to participate in academic or vocational pathways, sport, art and cultural activities, leadership, and service to others. The majority of students follow an academic pathway through either NCEA or CIE. School leaders are emphatic that information and communication technologies (ICT) be naturally integrated to enhance students’ learning programmes. The board has shown its commitment to providing strong foundations for literacy and numeracy through the addition of specific support classes at Years 9 and 10. Teachers have good evidence of student success in these classes. The college is also working on science and literacy teaching and learning in partnership with the local contributing intermediate school.

School leaders are deliberate in their support for teachers to be effective professionals. Robust systems are in place to promote high quality teaching practice. Very good use has been made of the findings from the 2012 staff survey that focused on effective teaching in this school. Findings have informed faculty goals, and have been used to identify professional development and resourcing priorities. Recently reviewed professional learning groups enable teachers to share and inquire into their practice. Leaders are developing further ways of extending staff wellbeing surveys.

Senior leaders use the school performance management system well to promote effective teaching and learning. Ongoing self review, and student input through the appraisal process, helps to ensure that the curriculum and teaching practices remain responsive to students’ needs.

Faculty leaders agree that further investigation into the extent to which the principles of The New Zealand Curriculum are evident in practice in the Year 9 and 10 curriculum could help to enhance the programme. Pastoral leaders are also keen to extend the good processes currently in place for surveying Year 9 students’ wellbeing, so that they include all students in the school.

How effectively does the school promote educational success for Māori, as Māori?

The board is committed to promoting educational success for Māori. Māori students achieve highly at NCEA and CIE. The school is developing its knowledge and understanding of success for Māori, as Māori.

The school has been strategic in its commitment to extending the teaching of te reo Māori. The board has provided additional resources to appoint two permanent te reo Māori teachers who can develop the curriculum to NCEA Level 2.

A school-wide mentoring system for Māori and Pacific students supports them to be successful in all aspects of their school life. Senior students work with junior students in a tuakana/teina relationship. Senior students meet with the external facilitator once every three weeks to discuss the various aspects of their mentoring role.

The school is beginning to include te reo Māori in some of the whānau house meetings and school ceremonies. They hosted the 2013 Koanga Kapa Haka Festival for local schools. These initiatives promote students’ pride in being Māori. The school is now well placed to use the whānau house system to grow bicultural practice.

Some departments have been specific in reviewing curriculum content to ensure they address the bicultural partnership intent of the Treaty of Waitangi. These departments assist students to investigate the combined knowledge and history of the two partners to the Treaty through personal practice and reflection.

It is timely for the board to review their Treaty of Waitangi policy to align it with the school’s strategic direction. As part of their focus on high quality teaching, leaders could consider the use of Tātaiako: Cultural Competencies for Teachers of Māori Learners to further enhance teaching practices, and to develop their knowledge and understanding of success for Māori as Māori.

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 on the basis of:

  • an unrelenting emphasis on student wellbeing
  • a commitment to ongoing improvement, informed by reliable evidence
  • strong alignment between the school’s mission and vision statements, strategic and annual planning, professional development, performance management systems, and high expectations of staff and students
  • effective leadership by the principal, the senior management team, and faculty and whānau leaders
  • experienced and supportive trustees, who support the school and are knowledgeable about their governance responsibilities
  • leaders’ ongoing contribution to, and involvement in, community and educational development.

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 just over 300 international students attending the school, from 20 different countries. About half of the international students are from China.

The international students are provided with a highly effective educational programme, well supported by a suitable number of specialist staff. They make very good progress in English language learning and generally reach their academic goals. In 2013, international students were awarded seven scholarships in NCEA. Leaders are considering further ways to report to the board about the progress and achievement of international students across the curriculum.

Students take a full part in school life through their involvement in their whānau house and full participation in co-curricular activities. Homestay arrangements are closely monitored by the school.

The international department staff regularly reviews and improves practices in response to feedback from students and their parents. The number of international students enrolling has grown since the last ERO review because the school is seen to be meeting the needs of international students and their families. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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 receive a high quality education that prepares them well for future study and career pathways. They experience an all-round education, including extra-curricular activities, designed to promote their wellbeing. The school’s whānau house structure supports sound communication and positive relationships between students, their families and staff.

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

Dale Bailey

National Manager Review Services Northern Region

24 June 2014

About the School

Location

Bucklands Beach, Auckland

Ministry of Education profile number

41

School type

Secondary (Years 9 to 15)

School roll

2271

Number of international students

304

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

South East Asian

Pacific other

European other

Asian

other

3%

27%

31%

11%

5%

1%

13%

7%

2%

Review team on site

May 2014

Date of this report

24 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

June 2007

June 2003