Rangiora New Life School

Education institution number:
418
School type:
Composite
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
443
Telephone:
Address:

Denchs Road, Southbrook, Rangiora

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Rangiora New Life 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

Rangiora New Life School is a co-educational school located in Rangiora and caters for students in Years 1 to 13. The school’s Christian character guides teaching and learning.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals

The school agreed in 2021 to evaluate the extent to which internal evaluation supports school processes and practices that lead to excellence and equity in student achievement outcomes.

Expected Improvements and Findings

The school expected to see:

  • Consistent and coherent assessment and teacher practice across the primary and secondary school.
  • Consistency in teacher practice across the primary and secondary parts of the school is reflected in high retention and ease of transition throughout the school.
     
  • School self-review processes that are robust, comprehensive and contribute effectively to a continuous process of school improvement.
    • Processes for ensuring the quality, consistency and coherence of the school’s curriculum, assessment and student engagement have been strengthened.
    • Shifts in practice include closer monitoring of targets to increase learners’ attendance, engagement, progress, achievement, and Māori student success.
    • The school consistently uses internal evaluation processes to support improving outcomes for students.

Other Findings

The greatest shift that occurred in response to the school’s actions is the embedding of consistent monitoring and tracking of students who are at risk of not achieving at expected levels and supporting their acceleration through intentional teacher practice.

Part B: Current State

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

Learner Success and Wellbeing

Most students are engaged in learning, make positive progress, and achieve at the appropriate curriculum level.
  • Positive, upward trajectories in progress and achievement outcomes for students in Year 1 to 10 are evident; attendance rates are high.
  • Almost all students achieve the literacy and numeracy requirements for NCEA. The NCEA level 1 and 2 results are above national averages. Girls achieve NCEA at a higher rate than boys in levels 1 to 3 and University Entrance results could be improved. These areas are identified by the school as a priority for improvement.
  • Students with additional learning needs are effectively supported to achieve their goals.
  • Learners experience a school learning climate that is positive and underpinned by a schoolwide commitment to respectful relationships, pastoral care, and special character enhancement.

Conditions to support learner success

School leadership collaboratively develops and pursues the school’s vision, goals and targets for high and improved student outcomes and uses a range of evaluative evidence for the purpose of reviewing strategies for school improvement.
  • Annual curriculum reviews and analysis of achievement data are regularly used to evaluate the effectiveness of teaching practice and are linked to the identification of next steps and teacher professional development to improve teaching and learning.
  • School governance decisions, and an experienced learning support team provide support for students with additional learning needs to participate in the curriculum.
  • The school’s special character and values continue to provide a strong foundation for leading teaching and learning.
Regular curriculum reviews support teachers to use innovative strategies to engage students in relevant learning contexts.
  • Students have access to a rich, regularly reviewed curriculum which reflects Christian and local contexts.
  • The outcomes of curriculum reviews and alignment with schoolwide professional development continues to promote effective practices for teaching and learning.
  • Trustees receive regular reports on student progress and achievement that supports decision making for resourcing and improvement.
The school has effective systems, structures and practices to bring about success and improvement over time.
  • Consistently aligned practices and systems across the junior and senior school support teaching and learning and promote collaboration.
  • A collaborative transition approach, supported by sharing of student data and wellbeing information as learners progress through the school, has led to a high retention between the primary and secondary parts of the school.
  • Strong partnerships with other schools, Kāhui Ako, Area Schools, Christian Schools, and the wider North Canterbury community enhance teaching programmes and teacher practice.

C: Where to next?

The agreed next steps for the school are to: 

  • continue to identify target students, maintain the focus on accelerating learning, and monitor and address equity in NCEA results
  • strengthen students’ connection with the special character of the school to continue to promote student engagement, attendance, achievement and wellbeing
  • create pathways and connections with whānau and family to greater equip, encourage, and engage students in acting as tuakana tēina to further support student wellbeing
  • continue with planned initiatives and evaluate these in an ongoing way to proactively respond to learner needs.

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

Within six months:

  • consult with Māori and Pacific families on a one-to-one basis and in a hui setting to continue the focus on identifying, supporting and implementing responsive practices
  • strengthen schoolwide data informed practices to support student wellbeing and attendance. 

Every six months:

  • collect and monitor data to further support effective and consistent teaching practices, assessment for learning, student wellbeing and high student outcomes across the primary and secondary school.

Annually:

  • leaders and staff, track and monitor the progress of each NCEA student towards reaching their agreed goals
  • engage with whānau, families and mana whenua to ensure partnerships for developing programmes in te reo Māori, tikanga Māori, and the local curriculum and incorporate te reo Māori and tikanga Māori into teaching programmes.

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

  • high levels of student wellbeing and attendance supported by responsive practice, and strengthened relationships with whānau and mana whenua
  • te reo Māori, tikanga Māori and Mātauranga Māori is incorporated daily into teaching programmes
  • iterative data informed teaching practices that promote continuous improvement in student outcomes.

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

23 May 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

Rangiora New Life School 

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of March 2024, the Rangiora New Life 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 Rangiora New Life 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.

Shelley Booysen
Director of Schools

23 May 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

Rangiora New Life 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

Rangiora New Life School has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code. At the time of this review there were 12 international students attending the school, and no exchange students.

The school has well-established processes to effectively review its provision for international students and compliance with the Code. School governance and leadership make good use of regular information on the quality of provision for student wellbeing, learning and engagement. This information is used to inform decision making, determine any actions needed and assure the board that students’ wellbeing and learning needs are being responded to appropriately.

Thorough processes and practices ensure students settle into the school easily. They are well supported to be actively involved in the life of the school and have a range of experiences within the community. Academic progress is closely monitored to enable students to receive the individual assistance they need.

Students’ wellbeing and pastoral needs are known. Regular communication between the international school staff with students, caregivers, families and the wider school staff ensure that any identified needs are addressed.

Students spoken with said that they feel very well supported and cared for by the school staff. They also stated that their academic goals were well met, and they appreciated the provision for appropriately adapted learning programmes to suit their learning needs.

Shelley Booysen
Director of Schools

23 May 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 

Rangiora New Life School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within twelve months of the Education Review Office and Rangiora New Life 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 

Rangiora New Life School is a co-educational school located in Rangiora and caters for students in Years 1 to 13.

Rangiora New Life Schools strategic priorities for improving outcomes for learners are:

  • expecting high academic standards and developing a broader measure of student success beyond pass rates

  • having good monitoring processes for student wellbeing

  • supporting parents in educating their children as successful learners

  • preparing students for careers and pathways outside school.

You can find a copy of the school’s strategic and annual plan on Rangiora New Life Schools website.

ERO and the school are working together to evaluate to what extent internal evaluation supports school processes and practices which lead to excellence and equity in student achievement.

The rationale for selecting this evaluation is to ensure that the school’s self-review processes are robust, comprehensive and contribute effectively to a continuous process of school improvement.

The school expects to use the outcome of the evaluation to continue to support its development of and use of robust organizational systems and processes for ensuring the quality, consistency, and coherence of the school’s curriculum, assessment and teacher practice across the primary and secondary school.

Strengths

The school can draw from the following strengths to support the school in its goal to review internal evaluation practices:

  • Teachers share high, clear, and equitable expectations for student learning, achievement, progress, and wellbeing.

  • Internal evaluation practices support the gathering, analysis, and use of evidence of student learning and outcomes to improve individual and collective practice.

Where to next?

Moving forward, the school will continue to prioritise embedding evaluation, inquiry and knowledge building in the policies, systems, processes and practices that collectively express how the school plans for, and takes action to realise its vision, values, goals and targets.

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

11 August 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

Rangiora New Life School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of September 2021, the Rangiora New Life 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 Rangiora New Life Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.

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

18 February 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