Green Bay High School

Green Bay High School - 02/08/2017

Findings

Students enjoy a curriculum that responds to their needs and interests and provides meaningful pathways to future education and employment. A well coordinated pastoral network supports students and underpins their learning. A professional and collaborative culture promotes continuous improvement for the benefit of all students.

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?

Green Bay High School is a co-educational school, catering for students in Years 9 to 15. The school has a positive profile in its community and has a growing roll. Nearly 15 percent of students are Māori and five percent have Pacific heritage.

The school’s shared vision of “learning that is innovative, individualised and connected” is underpinned by the values of excellence, courage, respect and responsiveness. The vision is upheld by the leadership team, and is also well understood and supported by parents, teachers and students.

Green Bay High School is part of the Kōtuitui Community of Learning I Kāhui Ako (CoL), comprising 12 member schools from the surrounding area. The overall goal of the CoL is to become an educational research and development centre for the community with a commitment to inquiring into what makes a positive difference for learners.

Since the 2014 ERO report, the focus for the school has been on developing collaborative leadership approaches, refining the Green Bay learner profile, and increasing coherence across all areas of school operations. A number of leadership teams, including student leadership teams, are now in place.

ERO’s 2014 report recommended increasing bicultural practices in learning programmes, and further engagement and consultation with whānau Māori.

2 Learning

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

The school makes very good use of the extensive amount of student information it gathers, to make positive changes to learners’ engagement, progress and achievement. An holistic approach to assessment provides a richness to the school’s assessment information. Effective systems enable the data to be analysed in multiple ways for use by a variety of stakeholders.

The board of trustees, school leaders and teachers use evidence-based decision making for ongoing school improvement. Trustees and senior leaders use achievement information to set school priorities and appropriate achievement targets and closely monitor progress. Student voice informs department and teacher inquiries into the effectiveness of current practices and curriculum and pastoral programmes.

Teachers use achievement information very well to identify and respond appropriately to students who benefit from tailored and targeted intervention and pathways. Senior leaders and teachers have ready access to data that provide an understanding of individual students’ progress and achievement, and support effective academic counselling in Years 11 to 13. The data are also used to support a more concentrated focus on relationships with Year 11 parents and whānau at this critical part of the learning pathway.

School leaders and teachers use a wide variety of assessment information to support students at other key transition times in their learning pathway. Dialogue between teachers and the contributing schools and the gathering of useful data support smooth transitions into the school. The sharing of data and collective responsibility for student achievement within the school is assisting students’ positive transitions between year levels.

Students have many opportunities to engage with their achievement information. They are taught strategies, using their own achievement information, to be actively involved in decisions about how to make progress in their learning. Students’ engagement is being heightened through an increased awareness of themselves as learners.

The school has inclusive and responsive practices to support students with special learning needs. Staff have a shared commitment and responsibility for student progress and ensure that students are able to participate in appropriate learning programmes. Individual learning plans are regularly revisited to monitor the progress of students with high learning needs.

Achievement information shows a very positive upward trend in levels of student success in the National Certificates of Educational Achievement (NCEA) at Levels 1, 2 and 3. An increase in the number of endorsements at all levels is also significant.

The data show that the school has been very successful in raising Māori students’ NCEA achievement levels since the 2014 ERO review. Māori students now achieve at similar levels as the general school population. As there is a small number of Pacific students, it is difficult for school leaders to collect reliable cohort achievement information over time. Pacific students are monitored individually and achieve very well.

Senior leaders are investigating meaningful and useful ways of gathering data to measure student progress and achievement over time in Years 9 and 10.

3 Curriculum

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

Green Bay High School’s curriculum is very effective in engaging and supporting student learning. The curriculum responds to students’ needs and interests, offering a variety of academic, cultural and sporting learning opportunities. It clearly reflects the principles of The New Zealand Curriculum, and provides meaningful pathways for students. There is a focus on building literacy skills across the curriculum.

The development of cross-curricular learning opportunities, supported by the school’s Vocational Pathways and Careers Teams is growing. These developments provide wider curriculum opportunities that empower students to seek qualification and employment opportunities. An example is the collaboration of science, mathematics and technology teachers with the Engineering Education to Employment programme at UNITEC. The school also engages with a Virtual Learning Network to provide additional learning opportunities for students to broaden curriculum pathways.

In 2017 the school introduced initiatives in Years 9 and 10 to support the engagement and learning of students at risk of not achieving. These include moving away from lower banding of classes at Year 9 and introducing mixed ability classes. In addition, a learning support class in Year 9, and a Sports in Education class in Year 10 have been introduced. Teachers are seeing an immediate positive impact on learning for all students.

There is a strong focus in the school curriculum on student agency and providing leadership opportunities. Student groups from Year 9 to 13 work with school leaders to identify and lead initiatives that contribute to ongoing expansion and change in the curriculum. Students encourage and empower each other and are well supported in their leadership roles.

Teachers are well supported to deliver the curriculum successfully. They see themselves as learners within the school’s wider professional learning culture. There is an expectation from senior leaders that teachers’ professional inquiries and reflections will drive curriculum and teaching approaches to continue to meet the diverse needs of students. Collaboration between staff to support the needs of students is evident.

A well coordinated pastoral network supports students and underpins their learning. The school has extensive practices and systems to promote student wellbeing. Strong relationships and partnerships support all practices. As a result, students are curious, enjoy intellectual engagement and confidently tackle leadership challenges. Students have pride and a sense of ownership and belonging in their school.

The school has an appropriate focus on continuing to build teachers’ capacity for inquiry and adaptive practice, and making learning more visible for students and parents.

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

Since ERO’s 2014 evaluation the school has addressed disparity for Māori students in achievement at NCEA levels.

Te reo Māori is available through to Year 13. Strengthened school kawa provides opportunities for students to participate more confidently in the Year 9 pōwhiri and kapa haka.

The school has a useful, documented ‘Ka Hikitia Annual Plan’ that helps the school build on initiatives designed to promote success for Māori students, as Māori. The plan includes collaborative school-based initiatives and department inquiries into how well their practices help to develop the potential of all Māori students. There is a greater shared ownership by staff of the school’s Ka Hikitia plan that is fostering the development of biculturalism in the school.

Relationships are built with parents and whānau on an individual basis, for the benefit of students in their learning and future pathways.

ERO recommends school leaders use the outcomes of the school’s Ka Hikitia related inquiries to maintain the momentum of positive actions and to strengthen culturally responsive practices.

4 Sustainable Performance

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

The school is very well placed to sustain its current good practices and continue to enhance its performance.

The board provides effective governance. Decision-making is well informed with a focus on student learning and wellbeing. Very good working relationships between the trustees and school management help the work of the board. There are good systems to ensure school accountabilities are met.

Leadership in the school is highly effective and strategic. Distributed and emergent leadership opportunities are encouraged and well supported across the school at all levels. The principal and senior leaders clearly articulate the school’s teaching and learning model, ensuring that it is evident in practice. Faculty leaders, professional learning leaders, pastoral care leaders, classroom teachers and support staff all lead in the ongoing improvement of programmes. The spirit of leadership nurtured in students ensures they are very active participants in school decision-making.

Aligned and integrated systems and processes across all levels have resulted in a cohesive and coherent framework for all school operations. There is clear line of sight from the charter to the principal’s performance agreement, department annual plans, teachers’ inquiries, professional learning and development programmes, and teacher appraisal and registration processes. This alignment is fostering a positive and collaborative culture of continuous improvement for the benefit of students.

Effective professional inquiry throughout the school is used very well to support ongoing improvement. Staff are supported by the professional learning team to engage explicitly with the school’s ‘spiral of inquiry’ model. All faculties include this aspect in their annual plan process and it is integral to teachers’ appraisal. School leaders use outcomes of inquiries appropriately to evaluate effectiveness and set future school priorities.

The school’s self-identified future priority is to continue building its collective capacity to carry out and use evaluation to sustain improvement and innovation.

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 is complies with all aspects of the Code.

At the time of this review there were 34 international students attending the school.

International students are provided with a high level of pastoral care and quality of education. They have ample opportunities to become involved in the life of the school through sporting and cultural activities. The students are well integrated into the school. Their education and wellbeing are closely monitored by the staff of the international education department and others.

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 enjoy a curriculum that responds to their needs and interests and provides meaningful pathways to future education and employment. A well coordinated pastoral network supports students and underpins their learning. A professional and collaborative culture promotes continuous improvement for the benefit of all students.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

2 August 2017

About the School 

Location

Green Bay, Auckland

Ministry of Education profile number

42

School type

Secondary (Years 9 to 15)

School roll

1402

Number of international students

34

Gender composition

Girls 52%, Boys 48%

Ethnic composition

NZ European/Pākehā
Māori
Other European
Pacific nations
Indian
South East Asian
other ethnicities

60%
14%
9%
5%
2%
2%
8%

Special Features

On-site satellite unit of Oaklyn Special School

Review team on site

June 2017

Date of this report

2 August 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2014
October 2011
November 2008

 

Green Bay High School - 06/11/2014

Findings

Green Bay High School serves its local community well. Students benefit from school values that embrace diversity and inclusion. Teachers are improving learning outcomes for students through inquiry-based professional practices. Ongoing school improvement is guided by purposeful strategic planning and the collaborative leadership of the principal and board.

ERO is likely to carry out the next review in three years.

1 Context

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

Green Bay High School is a coeducational Year 9 to 13 secondary school serving Auckland’s western suburbs of New Lynn, Green Bay and Titirangi. The growing student roll, and increased involvement of parents, reflect the community’s support and its confidence in the leadership and direction of the school.

The school hosts an onsite satellite unit for adolescent students enrolled at Oaklyn Special School. The new purpose-built facilities for the unit are centrally placed and where possible students are integrated in mainstream learning opportunities. This collaboration complements the school’s vision and support for diversity and inclusion.

Students and staff benefit from the capable leadership of the principal and the board of trustees’ governance. Strategic staffing and resourcing decisions are enhancing the curriculum and impacting positively on students' learning and engagement. Student consultation, and school-based data, are informing recent self review concerning the learning culture and quality of teaching practice.

Significant property development and improvements to the school’s facilities and grounds have enhanced the learning environment. The revised school charter and strategic priorities are guiding ongoing improvements and supporting learning outcomes for students.

2 Learning

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

Student achievement overall in the National Certificates of Educational Achievement (NCEA) is above national averages. At NCEA Level 1 achievement is close to that of similar schools. Achievement levels in NCEA have been steadily improving, although as the board of trustees acknowledges, Māori students are not achieving as well as others and boys do not perform as well as girls at Levels 2 and 3.

Currently just over 70% of all school leavers, including Māori, attain NCEA Level 2. The board has set targets to reach the Ministry of Education goal of 85% by 2017.

The school is making increasingly good use of achievement information. Recent innovations include:

  • appointing a transition dean to coordinate information about students entering the school at Year 9. Active partnerships with contributing schools are assisting the transition of students into the school
  • tracking and monitoring students, and interventions to support those most at risk of underachieving. Academic counselling is supporting individual students to make better choices of subjects and qualifications
  • encouraging teachers to inquire into their own practice. These new evidence-based inquiry strategies are helping teachers to plan and diversify their teaching approaches
  • providing better access to achievement information for parents and students. Teachers’ increased use of learning criteria and benchmarks for success help students to better understand the learning process.

Student literacy and numeracy data in Year 9 and 10 is being used to improve teachers’ planning of learning programmes. Curriculum leaders are developing and reviewing learning and assessment in relation to the levels of The New Zealand Curriculum. This data will provide very useful information that should help to improve outcomes for all students at NCEA Level 1.

Curriculum leaders are aligning their planning more closely to the school’s goals for improving student achievement. Appropriate targets are set for improving student achievement in NCEA Levels 1 to 3, for raising Māori student achievement, and for attaining Merit and Excellence endorsement.

As achievement information can now be accessed and analysed more readily, senior managers should increase the expectation for curriculum leaders to analyse data, and to report on outcomes for Māori students.

3 Curriculum

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

School leaders have initiated an in-depth review of the school curriculum. The emphasis of the review is to ensure that the curriculum is relevant and reflects students’ input and interests. New leadership appointments in areas such as technology, science, mathematics and social sciences are invigorating the curriculum and engaging students in purposeful learning.

Programmes in performance, music and the visual arts maintain popularity with students and the elite athletic programme is an innovative feature of the school curriculum. Teaching in areas including English, mathematics, media, dance and art is enabling senior students to achieve scholarship results. A review of the health education curriculum, as part of improving the coordination of student wellbeing services, is planned for 2015.

Well managed, multi-level programmes for students with special learning needs are an integral part of the school’s curriculum. Integrated and foundation studies are well designed courses to guide learning and to broaden qualification pathways for senior students. These programmes are responsive to students’ individual needs and interests. The school is continuing to strengthen student pathways through effective learning partnerships with parents.

Data on the intended destinations of school leavers is informing valuable self review. Career service staff are contributing to reviews of learning programmes in the senior school and are exploring new pathways to a wider range of qualifications. These steps are likely to broaden curriculum options, retain senior students, and support transition to employment and further learning.

Senior student contributions enrich the curriculum. Many students are involved in leadership roles, academic counselling, peer support and restorative practices. Senior students speak with pride about their school and the positive relationships they have with teachers. They enjoy the way the school embraces diversity and celebrates their achievements.

As part of the school’s commitment to strengthening bicultural practice, all curriculum leaders should report on how learning programmes reflect the board’s Treaty of Waitangi policy.

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

The board acknowledges that promoting greater success for Māori students is a key goal of the school’s strategic planning. An action plan has been recently designed in response to Ka Hikitia, the Ministry of Education’s strategy for accelerating success for Māori students.

Trustees have worked closely with the principal to resolve outstanding issues concerning the teaching of te reo and tikanga Māori. Recent staffing appointments have increased the likelihood of more students learning te reo Māori and have increased the focus on culturally responsive pedagogy. Another significant development has been the rebuilding of the school whare akoranga. Use of this attractive modern facility is likely to promote and help ensure success for Māori students.

Further steps in implementing the board’s Ka Hikitia plan should now include:

  • identifying a key leadership role for implementing and evaluating the strategic goals
  • increasing engagement and consultation with whānau Māori.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

The capable leadership of the long-serving principal and board chairperson promote stability and confidence in the strategic direction of the school. Planning and reporting have become more closely aligned to the school’s improvement goals and self review. Areas for improvement identified by school leaders in consultation with staff are incorporated into school plans and targets.

Lifting student achievement is central to the current school-wide review of teaching and learning. New teacher appraisal systems are focused on increasing student engagement in learning. Teachers are developing capability for analysing and reflecting on evidence, sharing good practice, and making cross-curricular connections that are relevant to learners.

The board is supportive of the principal and values the staff. Recent staffing appointments align strategically to school improvement and innovation. Professional learning and development opportunities are focused on embedding responsive practices that align to the school charter and are consistent with board policies.

Property development and a new digital infrastructure are enhancing the learning environment and plans for extending the use of e-learning are in place for 2015.

Further school development is planned, including:

  • continuing to strengthen leadership capabilities of middle and senior managers
  • improved coordination of student health, wellbeing and pastoral care services
  • prioritising community consultation and board succession planning.

Provision for international students

Green Bay High 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.

At the time of this review there were 25 international students, mostly from Asia, and a few from Europe and South America. Most international students reside with local home-stay families, including those on short-term visits.

Services for international students are well managed by an experienced director and staff. The school responds effectively to the interests and needs of international students.

International students are supported to improve their English language skills. They make good progress and achieve well. International students are involved in co-curricular activities and are encouraged to participate in the wider life of the school and its community.

The school has attested that it complies with all aspects of the Code. 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.

In order to improve practice trustees must ensure that:

  • parents are consulted about the Health Education programme every two years
  • health and safety procedures are systematically implemented and reported
  • trends in student attendance and stand-downs are examined more closely.

Conclusion

Green Bay High School serves its local community well. Students benefit from school values that embrace diversity and inclusion. Teachers are improving learning outcomes for students through inquiry-based professional practices. Ongoing school improvement is guided by purposeful strategic planning and the collaborative leadership of the principal and board.

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

6 November 2014

About the School

Location

Green Bay, Auckland

Ministry of Education profile number

42

School type

Secondary (Years 9 to 15)

School roll

1272

Number of international students

25

Gender composition

Boys 50%, Girls 50%

Ethnic composition

NZ European/Pākehā

Māori

other European

Pacific

SE Asian

Indian

Other

68%

13%

7%

5%

2%

2%

3%

Special Features

On-site satellite unit of Oaklyn Special School

Technology provision for Year 7 and 8 students

Review team on site

September 2014

Date of this report

6 November 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

November 2008

May 2006