John Paul College

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Education institution number:
532
School type:
Secondary (Year 7-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1174
Telephone:
Address:

Whitworth Road, Utuhina, Rotorua

View on map

Findings

Students achieve high levels of academic success. They receive a well-rounded education that is enriched by the school’s Catholic character. The wide range of co-curricular activities and the variety of learning pathways enable students to make responsible choices about their education. There is a well-organised, purposeful atmosphere for learning.

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?

John Paul College is a large, state-integrated Catholic school in the diocese of Hamilton, providing education for boys and girls in Years 7 to 13. The school is located in Rotorua and has a current roll of 1147. There are 221 Māori students who mostly whakapapa to Te Arawa. The proportion of Māori students has increased since the 2010 ERO review, and students from an increasing range of ethnic groups now attend the school. At the time of this ERO review there were 39 international, fee-paying students enrolled.

The school’s special Catholic character is highly evident and provides a shared ethos and common sense of purpose for the school community. The Lasallian charism contributes to an inclusive and caring school culture for staff, students and their families.

The school’s well-respected and experienced principal provides strong strategic leadership and sets high expectations for the educational outcomes of students. His strong involvement in wider educational networks enables him to keep the board and school community well informed about emerging trends and issues in education.

Board members, including those appointed by the Catholic proprietor and those elected by parents, bring a substantial range of knowledge and skills to their respective roles. The school’s board of trustees continues to provide effective governance for the school. Developments since the 2010 ERO review include:

  • the ongoing upgrade of buildings and facilities, including a new technology centre, as well as the school’s infrastructure for information and communication technologies (ICT)
  • the continuing growth of the learning support centre, and additional learning support for students across the school
  • a broadening of the curriculum to meet the increasingly diverse range of students’ learning abilities, interests and needs
  • the closure of the school hostel and the use of the vacated buildings as additional teaching spaces.

The school benefits from strong links with the Rotorua parish communities. Active Māori, Pacific, Filipino and other parent groups provide opportunities for parents and students to network, and engage in the life of the school.

The school has had a very positive ERO reporting history in recent years, and responded positively to areas identified for review and development in the last report.

2. Learning

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

Years 11 to 13

In the senior school achievement information is used very effectively to:

  • review and modify National Certificate of Educational Achievement (NCEA) programmes and courses to meet the identified needs of students
  • guide students into learning pathways where they are likely to experience success
  • closely monitor and track student progress to ensure responsive interventions by the academic mentor, Heads of Faculty and teachers
  • inform the board about school and faculty performance
  • share with parents the progress of their children through the recently established, internet based, parent portal.

More recently, through its data analysis, school leaders have recognised the need to increase the proportion of NCEA merit and excellence endorsements, and this will be a school-wide focus throughout 2015.

Students at John Paul College are achieving very well in NCEA. A high proportion of students are retained to senior levels. Overall, at Levels 1, 2 and 3, achievement is above that of students in similar schools, and nationally. Achievement for Māori is equivalent to that of non-Māori. The school has already well exceeded the Ministry of Education’s expectation that by 2017, 85% of all students leaving school will attain NCEA Level 2 or equivalent.

Years 7 to 10

The school is gathering good quality achievement information in literacy (reading and writing) for students in Years 7 to 10. This information is well analysed by the Special Education Needs Coordinator (SENCO) and the Head of Faculty English who share this with teachers. Teachers in the English Faculty are making good use of this information to develop programmes and to plan more specifically to meet the identified needs of students at these year levels. This literacy information has been made available school wide, and leaders recognise the need for all faculties to make better use of this data to plan and differentiate learning opportunities for students.

At Years 7 and 8 teachers are well supported to make increasingly valid and reliable overall teacher judgements (OTJs) in reading and writing, in relation to National Standards. Achievement information is gathered using a good range of standardised and nationally referenced tests at key points throughout the year. The Head of Faculty Mathematics is now working with her team to implement this good practice model.

The school’s 2014 achievement information, reported to the Ministry of Education, indicates that the significant majority of students in Years 7 and 8 are achieving at or above the expected National Standard in reading, writing and mathematics. The achievement of Māori students at these year levels is equivalent to that of non-Māori. School leaders now need to give consideration to the development and documentation of targets for identified students who are ‘at risk’ of not achieving the expected National Standard. The inclusion of these targets in the school’s annual plan, and the alignment with faculty plans, is likely to strengthen the reporting of progress and achievement for these priority learners.

In addition, school leaders now need to give consideration to strengthening assessment and reporting practice across all curriculum areas, especially for Year 9 and 10 students.

Support for students at all year levels who require additional assistance with their learning is continuing to develop, and is a notable strength of the school. The learning support unit, led by the SENCO, is providing a range of interventions to support the needs of identified students. There is a comprehensive and well-organised referral process and the progress of these students is closely monitored. Parents and whānau are kept well informed about the support their children are receiving, and there are opportunities for them to be involved in the programme. Useful information is disseminated by the learning support unit to teachers in all faculties. This information is assisting them to understand and respond to the learning and development needs of these students. This high level of support is enabling students to engage more confidently in the classroom setting and to experience success.

The effective academic and pastoral support for students at all levels of the school is contributing to high levels of student engagement and achievement.

3. Curriculum

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

Ongoing curriculum review, in response to the changing needs of the school population, has led to the design of a broad and responsive school curriculum. It provides an appropriate balance of learning pathways that take account of the academic and vocational aspirations of students. There are opportunities for academically able students to have their learning and progress accelerated through initiatives such as NCEA at Year 10 and a Scholarship option at Year 13. There are also course options for students who are interested in more practical and applied programmes of learning.

The school’s broad curriculum is well resourced, and enriched by extra-curricular opportunities. Students have access to a wide range of sporting, cultural and leadership experiences, as well as the arts. In keeping with the school’s special character, all students are involved in a programme of religious education, and have opportunities to be involved in spiritual, liturgical and community service activities.

In support of this responsive curriculum, the principal and senior leaders are promoting a more student-centred approach to learning and teaching. This has included professional development in thinking strategies, formative assessment and an emphasis on reciprocal relationships to actively involve learners. More recently, there has been professional development to up-skill teachers in the use of e-learning to enhance teaching practice and engage students.

The principal has recognised the need to strengthen curriculum leadership in order to achieve greater consistency of these pedagogical practices within and between faculties. The inclusion of the Specialist Classroom Teacher (SCT), and more recently a head of faculty, into the senior leadership team, has the potential to strengthen leadership for learning across the school. Leaders of learning recognise the need to develop and embed a process for regular and planned inquiry into the effectiveness of teaching practice. A process of ‘teaching as inquiry’, that is informed by the school’s very well analysed achievement information, is likely to enhance critical reflection about pedagogical practice in the school’s culture for learning.

The deputy principal (human resources) and the SCT, with support from the principal, are leading the review and development of the school’s appraisal process, with a view to making it more robust. School leaders recognise that the inclusion of goals focussed on teacher development, and feedback that is both constructive and critical, are more likely to enhance teacher capability.

The deputy principal (student services) coordinates the strong and effective pastoral care networks that continue to be a feature of the school, and which have a positive effect on the school’s learning culture. Key personnel such as deans, the academic mentor and school counsellors, overseen by a deputy principal (student services), liaise closely to provide comprehensive support and guidance for students. Restorative Practices, a new initiative established in 2013, is being well implemented. This approach is having a positive impact on relationships between students, and between students and adults, and is leading to students taking greater responsibility for their actions and behaviour.

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

The school continues to be committed to building meaningful partnerships between Māori and non-Māori that lead to success for Māori, as Māori. Parents have developed a strong whānau support group. This group is highly respected by the board. Trustees listen and respond to their advice. This has included the adoption of the Treaty of Waitangi policy and more appropriate support for Māori students during the board’s discipline processes.

The achievement and progress of Māori students is closely tracked and monitored, and reported to the whānau at regular intervals. They have used this information to draft a Māori achievement plan, which includes goals to increase the proportion of NCEA endorsements.

A small but vibrant kapa haka has contributed strongly to Māori students’ sense of identity and wellbeing. The school has begun to take a systematic approach to the inclusion of Māori content and contexts throughout the curriculum. The school recognises that this needs to be continued.

The school’s commitment to strengthening a student-centred approach to learning and teaching is important in ensuring that high levels of Māori achievement are sustained.

To further enhance the successful engagement of Māori students, the board intends to continue to enact its Treaty of Waitangi policy. Senior leaders will work with teachers to include the principles of Ka Hikitia, the Māori Education Strategy, Ministry of Education and Tātaiako, the Cultural Competencies for Teachers of Māori, New Zealand Teachers’ Council (2011).

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 because:

  • the board and principal work collaboratively to establish a clear vision and strategic direction
  • the principal provides strategic and well-informed leadership for the school and its community
  • there is a culture of high expectations and a very strong focus on academic achievement and success
  • the environment for learning and teaching is attractively presented and well resourced
  • the board allocates resources effectively to support the curriculum
  • teachers are highly committed to positive learning outcomes and student wellbeing
  • there is a settled and respectful school culture, characterised by positive relationships that support learning, teaching, and student wellbeing
  • there is a high level of parent and Catholic community support
  • self-review practices are informing decisions, especially in relation to operational matters and curriculum design.

The agreed priority for continuing school improvement is to enhance the quality of critical inquiry in the school’s internal evaluation processes.

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. ERO’s investigations confirmed that the school’s self-review process for international learners is thorough, effective and has resulted in ongoing development of the programme.

At the time of this ERO review there were 39 international fee-paying students in the school from a number of countries. These students are well supported by an experienced international student director, home-stay coordinator and administrative support person. The principal and board of trustees take a close interest in the learning and welfare of international students. Policies, procedures and other documentation that guides provision for international students are clearly documented. Students receive high-quality learning opportunities and are supported to participate in sporting and cultural activities. Their progress is carefully monitored and there is strong support for their well-being and pastoral care. Students spoken to during the review were positive about their experiences in the school.

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.

The principal must ensure that an attestation process for all teaching staff is carried out annually against the relevant Professional Standards.

Conclusion

Students achieve high levels of academic success. They receive a well-rounded education that is enriched by the school’s Catholic character. The wide range of co-curricular activities and the variety of learning pathways enable students to make responsible choices about their education. There is a well-organised, purposeful atmosphere for learning.

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

Dale Bailey

Deputy Chief Review Officer Northern

28 April 2015

About the School

Location

Rotorua

Ministry of Education profile number

532

School type

Secondary (Years 7 to 13)

School roll

1147

Number of international students

39

Gender composition

Girls 51% Boys 49%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

South East Asian

Indian

Other Asian

Other European

Chinese

56%

19%

7%

5%

4%

4%

3%

2%

Review team on site

February 2015

Date of this report

28 April 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

October 2007

October 2004

1. The Education Review Office (ERO) Evaluation

John Paul College is located in a western suburb of Rotorua city. It is a large, co-educational, integrated Roman Catholic secondary college catering for students in Years 7 to 13. Since the last review the roll has increased to 1112 students. Fourteen percent of students are of Māori descent and four percent identify as Pacific.

A stable and highly experienced board governs the college. Trustees have implemented an ongoing review process that is focused on raising educational outcomes for students. A professional working relationship exists between the board and the principal and together they demonstrate a high level of commitment to improving school operations and teaching practice. Strategic and annual planning ensures that attractive and well resourced learning environments complement and support the college curriculum.

The widely respected principal provides high quality, professional, educational leadership for the college. He clearly articulates and leads implementation of the school’s shared vision for continuous improvement.

The school’s literacy team has a key role in the management and implementation of formative teaching strategies in the school. ERO, board trustees and senior leaders of the college have identified that continuing to embed teacher practice that meets the needs of individuals and groups of students is an ongoing priority for review and development.

Roman Catholic, Lasallian values and principles underpin all aspects of college life. Students receive an holistic education in a supportive and safe physical and emotional environment. Teachers willingly take part in a wide range of co-curricular activities to enrich learning opportunities for students. Respectful relationships between teachers and students are evident and contribute to positive educational outcomes for students.

Over the past three years, the proportion of students achieving National Certificate of Educational Achievement (NCEA) Levels 1, 2 and 3 has remained significantly above national averages and higher than in schools of similar decile. The proportion of Māori students achieving NCEA Levels 1, 2 and 3 qualifications is above that for Māori students nationally and has continued to improve over time. Students from the college have consistently achieved a number of awards in New Zealand Scholarship examinations and an increasing proportion of students are leaving with formal qualifications. At Years 7 to 10 most students are achieving at or above expected levels in reading and mathematics.

The college’s international students receive high quality emotional and academic support. The school hostel complies with the code and procedures and guidelines are well established.

Future Action

The board of trustees has demonstrated that it is governing the college in the interest of the students and the Crown. The board, together with the principal and college leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within four to five years.

2. John Paul College’s Curriculum

How effectively does the curriculum of John Paul College promote student learning: engagement, progress and achievement?

College context and self review

The college’s curriculum and strategic direction for 2010:

  • align it’s Catholic Lasallian character with the key competencies and values of the New Zealand curriculum;
  • identify pedagogical practice based on ‘The Best Evidence Synthesis’ as critical in improving outcomes for students;
  • prioritise literacy development, with particular emphasis on the collection and analysis of achievement information about reading, to plan for differentiated learning;
  • involve using information and communication technologies (ICT) in flexible ways to promote student learning; and
  • provide learning pathways that support and extend student progress.

Student achievement and progress

Years 7 to 10:

Student achievement is well documented at all levels. In Years 7 to 10 the college collates and analyses achievement information in reading using Supplementary Test of Achievement of Reading (STAR) and Assessment Tools for Teaching and Learning (asTTle). This assessment data is used to inform student class placement and identify specific learning needs. AsTTle is also used by teachers to group students in their classrooms, to monitor and report on student progress to parents and assist the board in decision making about future resourcing.

STAR data shows that across Years 7 to 10 a significant majority of students are achieving at or above national expectations. In 2009 asTTle data indicated that increasing numbers of students were achieving at or above their expected curriculum levels by the end of the year. The college is yet to measure student achievement in writing at Years 7 to 10.

The Progressive Achievement Test (PAT) in mathematics is used to identify trends and patterns and to group students according to ability.

In Years 7 to 10, results from common topic tests, mid-year and end-of-year examination results are collected and collated in all subject areas to inform curriculum design and for reporting to parents. Heads of faculty collate and analyse this achievement information for reporting to the college’s senior leadership and the board.

Years 11 to 13:

NCEA data from 2006 to 2009 indicates that the proportion of students obtaining qualifications at Levels 1, 2 and 3 is consistently above that of students in schools of similar decile. In 2009 the proportion of students gaining merit and excellence grades at all levels was mostly at or above that of students in comparable schools. Students continue to achieve National Scholarship awards in a variety of curriculum areas. The proportion of students returning to the college in Year 13 is above that of similar schools.

Data indicates that in Years 11 to 13, the proportion of Māori students achieving NCEA Levels 1, 2 and 3 qualifications is above that for Māori students nationally and has consistently increased over time. Special programmes are used to raise Pacific student achievement and aspects of literacy.

Senior students have the opportunity to take Cambridge International Examinations in English and mathematics. The college supports a wide range of cultural and sporting activities and students have gained many successes at regional and national levels.

Areas of strength

Governance: The board of trustees continues to provide effective governance for the college. A high level of commitment to improving teaching practice is made explicit in the college’s annual plan. Board members are knowledgeable and well informed about curriculum design and student achievement. Effective governance, including a strong focus on college self review, is enabling ongoing improvement to be sustained.

Learning environment: Sound strategic planning and financial management by the board ensures the development of facilities and resources to enrich the learning environment and curriculum. Teachers and students are able to work in attractively presented classrooms and a range of high quality specialist facilities that include ICT resources. Identified curriculum priorities such as literacy, e learning, and provision for a wide range of learning pathways are well catered for in this modern and well-equipped educational environment.

Principal’s leadership: The principal is providing knowledgeable and well informed leadership for the college community. A strong strategic planning process using information gathered through self review is led by the principal, in close liaison with the board. He is highly respected and clearly articulates direction for the implementation of the college’s identified priorities. Under his professional leadership a shared vision for continuous improvement is evident. The principal is highly respected within the college and wider professional educational communities.

Management and use of student achievement information: College leaders are making effective use of student achievement data to inform self review. NCEA data is used to make decisions about appropriate learning pathways for students. AsTTle and STAR achievement information in reading for Years 7 to 10 students is provided to all teachers to plan differentiated learning programmes in all curriculum areas. Collated student achievement data is reported to parents, the Māori community and the Pacific community. Achievement patterns and trends are identified and used by the board and management to reflect on and improve priorities for curriculum design and delivery for the benefit of students.

Learning support: The board prioritises additional learning support for students identified with high and moderate learning needs at all year levels. The learning centre is a focal point in the college, where students receive one-to-one tuition from support personnel. Achievement data shows that specialist programmes have been effective in raising students’ reading levels. These interventions are enabling students to achieve greater success with their learning.

Literacy development: A major priority is the development of a college-wide approach to improving literacy teaching and learning in Years 7 to 10. The literacy team is well established and works closely with the principal and board towards achieving annual goals in literacy. External and internal support provides professional learning and assistance for teachers in the use of teaching strategies to raise student achievement in reading. The literacy committee provides teachers and heads of faculty with ongoing professional learning that assists students in their language development.

Professional learning: Since the previous education review the college has successfully promoted the development of effective teaching and learning. The professional learning model includes several key appointments of staff, and regular observations of teaching practice and conferencing to enhance teaching. Teachers are increasingly sharing aspects of their practice and considering formative learning strategies to enhance their teaching and engage students in their learning. Examples of formative strategies used by teachers were the sharing of learning intentions, using open questioning techniques and providing relevant feedback and feed forward. Students in these classrooms were enthusiastic and engaged in learning.

College culture: A strong Catholic faith, underpinned by Lasallian values of service and community ensures that the diverse interests and needs of students of all cultures and abilities are being catered for. The cultural values of all students are recognised in the college’s inclusive environment for learning. There is a strong emphasis on supporting the holistic development of students through effective pastoral and healthcare networks. Students have access to career and guidance counsellors, deans and a variety of external professionals. Mutually respectful relationships contribute to a settled environment for teaching and learning.

Curriculum: The college continues to be responsive to the varied learning interests and aspirations of students, through its curriculum design. Students are able to access a range of academic as well as vocational studies and are well supported to plan for tertiary education and employment opportunities. There is a high level of teacher involvement in an extensive range of co-curricular programmes and activities. Many students achieve high levels of success in the performing arts, and in range of sporting codes, both regionally and nationally.

Te reo me öna tikanga Māori: The Hoani Paora Whare Tapere is a central feature in the college and appropriately sited in the grounds. It celebrates Ngāti Whakaue tikanga and provides strong Māoritanga within the college.

The regular meetings by the Māori advisory committee are significant in building ongoing relationships with local iwi and ensuring the aspirations of parents and whānau are being fulfilled. Initiatives for Māori students have been extended and include recognition of success of Māori students as Māori, a Māori perspective in assemblies and co-curricular activities such as sport and kapa haka. Māori students are benefiting from this strong focus on tikanga Māori and raising academic achievement.

The newly appointed teacher of te reo me ōna tikanga Māori is providing strong leadership in revitalising te reo Māori curriculum design and encourages senior Māori students to be positive role models for other students.

Support for Pacific students: The Pacific Island group of teachers and support staff are effectively working together to raise levels of student engagement and achievement. The coordinator of the fono group has worked with the principal and board to establish a liaison role to provide communication between the college and home. Specific literacy programmes to raise achievement are available to students and recent meetings with parents and fono are contributing to improved attendance and support for Pacific students. These college initiatives are strengthening Pacific student engagement and contribute to further developing home and college partnerships.

International students and English speakers of other languages: The college has 45 international students who receive high quality care and academic support. Procedures and guidelines are well established and used as necessary to monitor attendance and ensure student welfare. All international students and those who are English speakers of other languages (ESOL) are provided with individualised learning programmes to assist them with their development in English and other subject choices. These students from different cultural backgrounds are benefiting from one-to-one assistance and small group, interactive learning sessions.

Areas for development and review

ERO, trustees and senior leaders of the college have identified that continuing to embed teacher pedagogical understanding is an ongoing priority. Key aspects for further development include:

  • developing the leadership of learning across the college;
  • aligning college priorities with teacher performance goals;
  • continuing professional development in the use of formative assessment strategies; and
  • reviewing the place of writing in the design and delivery of the literacy programme.

Attention to these matters is likely to support achievement of the college’s vision of building a professional learning community based on strengthening teaching practices to raise student achievement.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of John Paul College completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

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

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

ERO’s investigations did not identify any areas of concern.

Future Action

The board of trustees has demonstrated that it is governing the college in the interest of the students and the Crown. The board, together with the principal and college leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within four to five years.

Richard Thornton

National Manager Review Services

Northern Region

About the College

College type

State Integrated Secondary (Years 7 to 13)

College roll

1112

Number of international students

45

Gender composition

Boys 50% Girls 50%

Ethnic composition

New Zealand European/Pākehā 66%; New Zealand Māori 14%; Pacific 4%; Korean 3%; Other 9%; Indian 2%; Filipino 2%

Special features

Hostel

Review team on site

February 2010

Date of this report

23 April 2010

Previous three ERO reports

Education Review October 2007

Education Review October 2004

Accountability Review May 2000

To the Parents and Community of John Paul College

These are the findings of the Education Review Office’s latest report on John Paul College.

John Paul College is located in a western suburb of Rotorua city. It is a large, co-educational, integrated Roman Catholic secondary college catering for students in Years 7 to 13. Since the last review the roll has increased to 1112 students. Fourteen percent of students are of Māori descent and four percent identify as Pacific.

A stable and highly experienced board governs the college. Trustees have implemented an ongoing review process that is focused on raising educational outcomes for students. A professional working relationship exists between the board and the principal and together they demonstrate a high level of commitment to improving school operations and teaching practice. Strategic and annual planning ensures that attractive and well resourced learning environments complement and support the college curriculum.

The widely respected principal provides high quality, professional, educational leadership for the college. He clearly articulates and leads implementation of the school’s shared vision for continuous improvement.

The school’s literacy team has a key role in the management and implementation of formative teaching strategies in the school. ERO, board trustees and senior leaders of the college have identified that continuing to embed teacher practice that meets the needs of individuals and groups of students is an ongoing priority for review and development.

Roman Catholic, Lasallian values and principles underpin all aspects of college life. Students receive an holistic education in a supportive and safe physical and emotional environment. Teachers willingly take part in a wide range of co-curricular activities to enrich learning opportunities for students. Respectful relationships between teachers and students are evident and contribute to positive educational outcomes for students.

Over the past three years, the proportion of students achieving National Certificate of Educational Achievement (NCEA) Levels 1, 2 and 3 has remained significantly above national averages and higher than in schools of similar decile. The proportion of Māori students achieving NCEA Levels 1, 2 and 3 qualifications is above that for Māori students nationally and has continued to improve over time. Students from the college have consistently achieved a number of awards in New Zealand Scholarship examinations and an increasing proportion of students are leaving with formal qualifications. At Years 7 to 10 most students are achieving at or above expected levels in reading and mathematics.

The college’s international students receive high quality emotional and academic support. The school hostel complies with the code and procedures and guidelines are well established.

Future Action

The board of trustees has demonstrated that it is governing the college in the interest of the students and the Crown. The board, together with the principal and college leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within four to five years.

Review Coverage

This report provides an evaluation of how effectively the college’s curriculum promotes student learning: engagement, progress and achievement. ERO’s evaluation takes account of the college’s previous reporting history and is based on;

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using the information; and
  • teaching strategies and programmes implemented to give effect to the college’s curriculum.

ERO’s review is responsive to the college’s context. For example, when ERO reviews a college, it takes into account the characteristics of the community, from which it draws its students, its location, and the aspirations the community has for its young people, and relevant local factors.

ERO also builds on the college’s own self-review information. That is, ERO is interested in how a college monitors the progress of its students and aspects of college life and culture, and how it uses this information.

ERO also gathers information during the review to contribute to its reports on national education evaluation topics. Comments relevant to this college are included in the report. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the college or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of colleges and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in colleges; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each college’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following.

  • college curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • Board Assurance Statement, including student and staff health and safety.

It also integrates external review with college self review by taking the most useful aspects from external and self review to build a picture of the college and its context.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this college’s curriculum promote student learning: engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the college will have identified these matters through its own self review and already plans further development in those areas.