Manawatu Community High School - Manawatu Kura a Iwi

Education institution number:

6118

School type:

Activity Centre

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Telephone:

06 357 2254

Address:

120 Savage Crescent, West End, Palmerston North

View on map

Manawatu Community High School - 07/11/2017

07 Nov 2017

Background

Introduction

Manawatu Community High School Centre is one of 14 Activity Centres in New Zealand that cater for secondary school students (Years 9-13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes.

Activity Centres provide a specialised learning programme that will lead to increased attendance, engagement and achievement at school, social outcomes and successful transition rates. Registered teachers support students to increase their achievement and engagement in education guided by an Individual Learning Programme (ILP) that is responsive to the needs of each student. The ILP details the student’s learning goals and is developed in partnership with the student, teacher, parents/whānau and enrolling school.

A key component of the programme for activity centre students is to successfully transition back into the enrolling school or move on to further education or employment.

Palmerston North Boys’ High School is the managing school for this activity centre. The school Board of Trustees holds governance responsibility for the Activity Centre and is responsible for providing high quality educational service in a physically and emotionally safe learning environment.

Terms of Reference

This review is based on an evaluation of the performance of Manawatu Community High School in relation to the terms of reference developed with the Ministry of Education. The terms of reference are:

management and governance practices including planning, internal evaluation and professional capacity building
the use of information to plan and implement individual programmes for, and with, students, and to monitor their progress
support for students to achieve improved social and educational outcomes
educational and social outcomes for students, including the extent to which students’ learning has been accelerated
students’ experience of interagency support for them and their families
transitions in and out of the Activity Centre.

The key evaluative question is:

How effective is this Activity Centre at achieving positive outcomes for students?

Context

Manawatu Community High School is an Activity Centre managed by Palmerston North Boys’ High School (PNBHS). The director is responsible to the rector and board of trustees. An operations manager based at PNBHS strengthens the supportive partnership between the school and the centre.

The centre is open to all secondary schools in the area and up to 10 schools have enrolled students during the past three years. The director and teaching staff have a long involvement with the centre.

The majority of students attend the centre for less than two terms, with the goal of transitioning back to mainstream education as soon as practical. At the time of the review, there were nine students on the roll. Local agencies are accessed to provide specialised pastoral support.

Findings

How effective is the Activity Centre at achieving positive outcomes for students?

At Manawatu Community High School there is a strong focus on assisting students to re-engage with learning and to succeed in a formal school setting. Data shows that in 2016 most students attended the centre for less than six months and that 62% returned to school and a further 17% moved into further education. The outcome for the remaining students is unclear.

The centre’s values of ‘responsibility and respect’, underpinned by tikanga Māori, are highly evident. Visitors are welcomed respectfully and te reo Māori is often used by staff and students.

On entry to the centre, Individual Learning Programmes (ILPs) are developed with whānau, the enrolling school and the student. These include literacy and numeracy and allow some learning choices by the student. Once core subjects are completed, students move onto mainstream classwork in preparation for re-entry back to their enrolling school. ILPs are updated regularly and general progress is tracked. Feedback is received by the student and whānau on successful work completion

In 2016, the centre did not collect data on student attendance, academic progress or achievement. The report to the Ministry of Education (MoE) was not completed. This is a MoE requirement and must be a priority for the centre. Systematically collecting and analysing data to show the effectiveness and impact of the centre’s programme and outcomes for students should provide valuable information for teachers and the enrolling and managing schools.

What is the quality of governance and leadership of the Activity Centre?

A systematic, documented approach to governance and leadership is not evident.

Relationships between the managing school’s rector, the PNBHS operations manager and centre staff are positive. The bursar, property manager and other key staff members provide the director with specialised support.

A management team from PNBHS meets termly to review operation and progress against annual targets. Reporting to the board does not adequately cover the impact and effectiveness of learning programmes. Improving this would allow trustees to make more informed resourcing decisions. Including representatives from enrolling schools in the management team would increase collective responsibility for the centre.

A written Memorandum of Understanding (MoU) between the managing and enrolling schools should be completed to meet the expectations of MoE and to clarify expectations, roles and responsibilities.

How effective are the selection and transition processes?

Successful transition to learning is a priority for new students. The centre’s programme is flexible and responsive to the needs of each student assisting them to settle quickly into routines, understand expectations and engage in learning. Paperwork on entry is thorough and conveys well-defined expectations and responsibilities of students, whānau and the centre. Processes to identify and support the needs of Māori students and their families are culturally responsive and embedded in the tikanga of the centre. Parents are encouraged to be actively involved with the centre.

Enrolment processes include sharing a wide range of information about the student by the enrolling school. A regular communication system with the school about learning, attitudes and behaviour keeps the enrolling schools well informed about the overall progress of students and supports the transition process.

How well does the Activity Centre identify the social, emotional and academic needs of each student?

A range of assessments occur over the initial weeks of entry into the centre. These are purposefully observational and are designed to provide staff with information needed to design a useful ILP. Teaching staff are highly responsive to each student’s needs and work closely with whānau, schools and agencies to support positive outcomes.

How well do the specialised learning programmes meet the needs of each student?

Learning programmes are focused on wellbeing, relationship building and social skills, and preparing students to successfully return to school. A settled tone throughout the centre is actively monitored by teachers. A clearly defined timetable provides security and predictability. Students appear settled and engaged in their learning tasks. ILPs enable students to monitor their developments and task completion. Students are actively encouraged to manage their learning and self-regulate their behaviour. Consequences for inappropriate behaviour are clear. Teaching staff encourage students to think of constructive solutions to challenging situations.

Te ao Māori underpins the curriculum. Learning contexts acknowledge and strengthen students’ understanding of their culture and identity and are meaningful for the learners. Students access Te Aho o Te Kura Pounamu - The Correspondence School (Te Kura) online and use digital tools to enhance their learning. Achievement and completion of learning tasks is celebrated.

Teacher appraisal processes are in place but not always implemented. More detailed completion of the process each year is likely to contribute more effectively to teacher improvement and capability.

How effectively are students prepared for their future pathways?

The majority of students transition back to their school or onto further opportunities. The centre’s focus on literacy, numeracy and the development of positive work habits has the potential to allow students opportunities for success. Plans to enable a smooth transition from the centre are in place for most students. A more structured, formally documented process should allow all aspects of transition to be fully enacted.

Tracking students beyond their time at the centre in relation to attendance, retention at school and achievement should assist internal evaluation and information gathered used to improve practice.

ERO recommends that:

student attendance, academic progress and achievement is collected, tracked and reported to the MoE twice a year, as required
governance and leadership is more formalised and that the board receives regular reports on the impact and effectiveness of the centre’s learning programmes, based on evidence of student outcomes
the management team includes representatives from enrolling schools and a MoU describing roles and responsibilities is signed between the managing school and enrolling schools
the transition process back to the enrolling school is formally documented.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

7 November 2017

About the Activity Centre

Location	Palmerston North
Ministry of Education profile number	6118
Activity Centre roll	9
Gender composition	Male 7, Female 2
Ethnic composition	Māori Pākehā	7 2
Review team on site	July/August 2017
Date of this report	7 November 2017
Most recent ERO reports	Special Review Special Review Special Review	March 2013 October 2009 June 2005

Manawatu Community High School - 20/03/2013

20 Mar 2013

1 Background

Introduction

Manawatu Community High School is one of 14 activity centres in New Zealand that provide alternative schooling for students in Years 9 to 11. Students are referred by their enrolling schools to activity centres because they are likely to benefit from a specialist programme that will meet their social and educational needs.

Once accepted at an activity centre, students remain on the roll of the enrolling school, and attend the centre for periods that vary in length depending on students’ readiness for a successful return to schooling.

The programme of learning for students at an activity centre should improve:

the attendance of students
students’ academic achievement
students’ personal and social skills, through a programme that is based on the core competencies of The New Zealand Curriculum or the graduate profile in Te Marautanga o Aotearoa.

A key component of the programme is the successful and planned transition back into enrolling school or on to further education for activity centre students.

The host school’s Board of Trustees is responsible for the governance of this activity centre.

Terms of Reference

This review is based on an evaluation of the performance of Manawatu Community High School in relation to the terms of reference for this review. The terms of reference are:

educational and social outcomes for students, including the extent to which students’ learning has been accelerated
the use of information to plan and implement individual programmes for, and with, students, and to monitor their progress
management and governance practices including planning, self review and professional capacity-building
support for students to achieve improved outcomes
students’ experience of interagency support for them and their families
transitions in and out of the activity centre.

2 Context

Manawatu Community High School is an Activity Centre attached to Palmerston North Boys' High School (PNBHS). The director is responsible to the rector and board of trustees of the school. The management committee consists of the rector, the operations manager, the director of the centre and the PNBHS bursar. On acceptance into the centre, students sign an agreement which outlines the expectations of the school. They are initially enrolled for a trial period of three weeks.

The nominal roll has a maximum of 20 students and at present there are 15 enrolled. Students are referred from their secondary schools to address identified behavioural and learning challenges. They are given the opportunity to examine their work habits, relationship skills, develop respect for themselves and others and responsibility for their actions. Students spend between three weeks to one year in the centre, with most attending for approximately a term.

The centre provides a welcoming and friendly environment. Buildings and grounds are well maintained and there are several spaces available for group work. There is a clear focus on agreed values and behaviour.

3 Findings

Learning

Lessons observed showed that students are interested and engaged in their learning. Students take responsibility for working at their own pace through units. Group work was observed and peer support was evident. Praise and reinforcement are a strong part of teachers' lessons. A key value is a weekly focus and is discussed at the beginning of each day.

Interactions between staff and students are very positive and respectful. A cooperative environment is evident. Clear expectations and boundaries set for students result in improved behaviour. Students spoken to by ERO acknowledged changes in their attitudes and behaviour, saying that they feel secure and motivated to learn.

Most students successfully reintegrate into mainstream education. There is effective, regular communication with the cluster of contributing schools and with parents on student progress.

Curriculum

Staff are experienced, caring and compassionate in their interactions with students. They are enthusiastic about providing students with positive experiences and learning outcomes. A holistic approach is used to meet the requirements of the curriculum, together with social and personal learning needs. Relationship building is a priority for student development. Learning focuses on strategies for coping with situations and successful re-entry to school.

The centre accesses programmes in English, mathematics, social studies and health from Te Aho o Te Kura Pounamu (The Correspondence School). There is regular communication between centre and Correspondence School staff. Most students make steady progress through set units. They are motivated to earn certificates of achievement. Te reo me ngā tikanga Māori are well developed and effectively delivered.

The curriculum includes land-based training opportunities. Unit standards are gained through this work and students enjoy the theory and practical work. A strong education-outside-the-classroom programme also supports students’ learning and social engagement. Students experience a wide range of educational opportunities.

Mātāpono are key to teachers' responses to the needs of Māori students. These put the student at the centre of teaching and learning. Students have an opportunity to learn to communicate in te reo Māori with a well-qualified teacher.

Students focus on developing good work habits, relationship skills, and an attitude of respect. They develop responsibility for their actions and statements. They learn some key competencies to enable them to participate successfully in the community.

Teachers' programme planning needs development to focus on individual student needs. Individual education plans should be designed to provide a framework for each student's programme and enable goals to be set for academic achievement, social skills, attitudes and attendance. Reintegration into mainstream education must also be considered in the plan.

Literacy provision needs strengthening. The director should discuss with the Resource Teacher: Learning and Behaviour, and the Resource Teacher: Literacy, a parallel programme that is linked to the literacy learning progressions. These indicators could be used to generate achievement information on students' needs in reading for planning targeted programmes. Teachers should consider using more information and communication technologies to enhance inquiry learning.

The director should consider the career competencies and include them in his teaching programmes. The quality of career resources needs review so that students can access information to assist them in exploring their options and pathways. This should help students to be more motivated and achieve the qualifications needed for potential career directions.

Sustainable performance

The centre is well governed by the PNBHS board and managed by the director. The operations manager visits and discusses student progress. Regular communication ensures matters are dealt with in an appropriate and timely manner.

Centre policies and procedures are aligned with those for the host school. Procedures documented in the centre’s operations handbook give clear guidance to staff. The PNBHS strategic plan states the aims for the centre in terms of reporting. The plan contains objectives for the year, including financial responsibility. The board receives a termly report from the director. Resourcing is provided as needed. A clear management plan sets out the objectives for the year with actions and performance indicators.

The centre has an ongoing review process. Regular staff meetings allow teachers to reflect on the week’s work. Staff are open to suggestions for improvements to the quality of education students receive. While these processes are carried out regularly, more strategic self review should be undertaken.

An appraisal system for staff is in place and partially completed. Further development should allow for feedback and a goal-setting cycle for staff. Professional development can then be planned in response to identified teaching, learning and pastoral needs.

Staff have developed sound teamwork. Students appreciate teachers' friendly but firm manner. The atmosphere is positive and encourages changes in students' attitudes to learning. However, attendance issues continue to require staff attention. Although the centre has a rigorous and effective process for monitoring attendance, student absences are still a matter for concern.

Parents value regular communication through email and phone calls. They are made to feel welcome at the centre and to discuss problems with the director. Behaviour management strategies are well known and usually successfully supported and achieved. Parents spoken to indicated that the open communication was appreciated.

4 Future Action

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

20 March 2013

About the Activity Centre

Location	Palmerston North
Ministry of Education profile number	6118
Activity Centre roll	15
Gender composition	Male 8, Female 7
Ethnic composition	Māori NZ European/Pākehā Pacific	10 4 1
Review team on site	October 2012
Date of this report	20 March 2013
Most recent ERO reports	Special Review Special Review Accountability Review	October 2009 June 2005 May 2001