Garin College

Education institution number:
6975
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
School with Boarding Facilities
Total roll:
587
Telephone:
Address:

35 Champion Road, Richmond, Nelson

View on map

Garin College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and Garin College 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 

Garin College is located in Nelson, Whakatū Te Tau Ihu, and provides education for learners in years 9 to 13. Opened in 2002, Garin College is a co-educational, state-integrated Catholic college. The college vision is that graduate students will be Christ-centred people of faith who action this through love and wisdom within their community. A stand-alone hostel is operated by the Garin College Hostel Trust.

Garin College’s strategic priorities for improving outcomes for learners are promoting:

  • excellence in education, faith development, and high educational achievement outcomes for every learner

  • learner agency and wellbeing within a rich responsive curriculum to meet the needs of all learners.

You can find a copy of the school’s strategic and annual plan on Garin College’s website.

ERO and the school are working together to evaluate the alignment of schoolwide processes to promote wellbeing and learner agency on enhancing year 9 learner outcomes over time.

The rationale for selecting this evaluation is:

  • Garin College has identified year 9 as an important, formative time of education and life

  • The College believes their Catholic special character enables learners to develop agency, become contributors to the Wairua of Garin, attain their aspirations, and enjoy success within the context of their graduate profile for learners.

The school expects to see:

  • learners developing agency and efficacy for enhanced independence in learning

  • continued evaluation of inclusive practices, including a specific focus on Māori and Pacific, learners confidently expressing their sense of belonging, connection to Garin, their identities, languages, and cultures

  • the development of responsive support strategies within a localised curriculum to improve attendance and engagement

  • through professional growth, teachers using strategies and practices which work best for equity and excellence.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the alignment of school-wide processes to promote wellbeing and learner agency on enhancing year 9 learner outcomes over time:

  • High expectations are the foundation of the graduate profile which is aspirational for learners.

  • Embedded values and programmes for wellbeing and pastoral care nurtures learners within an inclusive environment.

  • Established practices of gathering rich data, tracking achievement, monitoring and reporting on student achievement into, through and beyond the College.

  • Trust and confidence schoolwide to gather feedback and learn from each other for ongoing improvement.

Where to next?

Moving forward, the school will prioritise:

  • reviewing and exploring current learning initiatives through more effective use of data schoolwide to track improvement and highlight future priorities

  • seeking and developing further opportunities to connect with parents, caregivers, whanau, hapū and iwi to promote agency, inclusion and educational partnerships.

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.

Kathy Lye
Acting Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

20 April 2023 

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

Garin College

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of November 2021, the Garin College Board 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 Garin College, School Board.

The next School Board 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.

Kathy Lye
Acting Director Review and Improvement (Southern)
Southern Region | Te Tai Tini

20 April 2023 

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

Garin College

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

The school is a signatory 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. The 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 ten international students attending the school, and no exchange students.

International students access relevant and extensive curriculum experiences and subject choices aligned to their individual pathways to tertiary study, including opportunities to participate in co-curricular activities and excursions. Deliberate strategies and events support international students to contribute to extending their understanding of the English language.

High levels of pastoral care and student success are a priority for the school. Well-considered processes for monitoring and responding to student wellbeing, academic progress, and achievement are in place. Effective internal evaluation in the international department informs ongoing improvement of processes, practices and systems to enhance students’ experiences.

Kathy Lye
Acting Director Review and Improvement (Southern)
Southern Region | Te Tai Tini

20 April 2023 

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

Garin College

Hostel Report 

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings

The hostel manager and the hostel owner has attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.

Francis Douglas House and Mother Theresa House are separate, well maintained, boys’ and girls’ boarding hostel buildings, located away from the school site in a suburban neighbourhood. The hostel emphasises a homely feel for boarders. The hostel is governed by the Garin College Hostel Trust Board who take all reasonable steps to provide a safe physical and emotional environment that supports students’ learning.

Hostel policies and procedures link well with the school’s. The hostel manager liaises effectively with the school’s pastoral and leadership teams to support boarders’ learning and wellbeing. The hostel frequently arranges a variety of trips and activities for boarders as well as access to school facilities. Boarders report being well supported by the staff, in their learning, and in pursuing co-curricular activities.

Shelley Booysen
Director of Schools

7 February 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

Garin College - 01/12/2017

Summary

Garin College is a state integrated Catholic secondary school. The school roll is 515. This includes 46 Māori, 9 Pacific and 37 international students. The off-site hostel (Garin College Boarding Hostel) has 51 students. The school is part of the Waimea Community of Learning | Kāhui Ako.

There have been considerable ongoing changes in school leadership. A new principal was appointed in June 2016, after a relieving principal. The school’s executive leadership team, which includes senior leaders, is newly formed, with some members acting in reliever roles. Some middle leaders are also new to their roles, including newly established year-level deans. Most trustees and proprietors are experienced in their role.

Since the 2014 ERO review the school has:

  • significantly developed and improved its governance framework
  • redeveloped and strengthened its pastoral care system for learners
  • clarified roles and responsibilities for leaders and teachers
  • made good use of some specific external reviews
  • continued to support senior students to achieve well.

How well is the school achieving equitable outcomes for all children?

The school’s inclusive culture of care and support for learners and their learning, strongly promotes equity and excellence. Māori learners are very well supported to succeed and experience their language, culture and identity within the school. There is considerable depth and breadth within the school’s curriculum. This effectively supports learners to succeed and excel, and is responsive to their needs and interests. School leaders have implemented improved systems to better support students with additional learning needs.

The next steps for the school are to:

  • strengthen internal evaluation
  • rationalise the school charter and make it more coherent
  • extend the use of student learning information to track, monitor and evaluate the sufficiency of progress for individual learners, groups and year levels.

At the time of this review learners were achieving well. Senior students achieve well at all levels of NCEA with a large proportion gaining merit or excellence endorsements.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

This school responds effectively to Māori and other learners whose learning and achievement need acceleration.

Overall, most students stay at school until their 17thbirthday. Retention for Māori learners is increasing. Most school leavers achieve NCEA Level 2 or higher. Almost all students gain NCEA literacy and numeracy as they progress through the senior school. All Māori and Pacific learners gained NCEA Level 1 in the last two years. Most of these learners gained Level 2 in 2016. Senior assessments are managed well. There are good systems in place to ensure school assessment judgments are dependable and therefore useful for decision making.

The school’s junior achievement information, mid 2017, shows that most Year 9 and 10 students are achieving at or above the school’s expectations for reading and mathematics. It was not clear how well groups of learners were achieving within this.

Learners who receive specialist services are well supported to make progress towards their goals. Systems for reporting this could be strengthened.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school’s inclusive culture of care and support for students and their learning strongly promotes equity and excellence. The ways in which the staff demonstrate the school’s Catholic values in their relationships with students ensures that all learners are well provided for. The recently introduced pastoral care structures, systems and processes are enabling deans to more effectively monitor and support learners and communicate with parents and whānau.

Leaders and teachers are more closely scrutinising achievement and engagement information to better support students. Students with additional learning needs are receiving a more coordinated approach to their programmes and provision. Overall, school structures and processes are providing increasingly well for proactive monitoring and reactive support for learners and their wellbeing.

Māori learners are very well supported to succeed and experience their language, culture and identity within the school. This can be seen in the:

  • adaptation of programmes to meet learner needs and interests
  • many opportunities taken for student leadership
  • way in which the school’s special character is integrated into learning.

The school’s EOTC ‘Journey’ programme for learners throughout the school ably supports tuakana teina relationships and embedding the Garin values. Effective teaching practices and classroom programmes underpin learner success.

The board has provided considerable support for school leaders to strengthen school systems through creating new roles and responsibilities. Leaders have streamlined processes to ensure smooth day-to-day operations and to maximise learners’ opportunity to learn and achieve.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School processes to identify internal development priorities are beginning to contribute to improved outcomes for learners.

The school needs to continue to strengthen internal evaluation. Leaders have developed an internal evaluation framework which is in the early stages of implementation. It is now timely to fully evaluate the new systems and approaches the school has introduced. Consistency of implementation of practice should be a key area to investigate within internal evaluation. This should be informed by appropriate stakeholder consultation. Stronger evaluation practice should provide leaders and teachers with valuable information about what is and what is not working well to support learners’ achievement of equity and excellence.

The charter (including student achievement targets), strategic and annual plans should be rationalised and refined to reflect the school’s current priorities, and be well-aligned to other key school documents. This will better reflect the school’s focus on equity and excellence for learners. Greater coherence of these priorities through the school and its reporting systems should better inform the board and support its decision making.

Leaders and teachers should extend the use of student learning information to track, monitor and evaluate the sufficiency of progress individual learners, groups and year levels are making. This should be reported appropriately. Trustees have identified, and ERO agrees, that they need to be better informed about the progress and achievement of students in Years 9 and 10.

Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

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

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

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

Provision for students in the school hostel

The school hostel provides off-site boarding for boys and girls (Francis Douglas house and Mother Teresa house, respectively). At the time of this review, 51 boarders were on site, making up 10% of the school’s roll. The hostel is owned and managed by the Garin College Hostel Trust. The hostel owner has attested that all requirements of the Hostel Regulations are met.

Hostel staff strongly promote the value of whanaungatanga/inclusion and relationships. There are highly effective systems for monitoring and responding to the safety and wellbeing needs of boarders. Systems are in place to consider and respond to the opinions and ideas of boarders and their families. Boarders experience positive relationships with each other and with hostel management and staff. New boarders are welcomed and supported by staff and senior boarders to engage confidently in hostel living. The hostel supports students well with their school learning well. This includes effective communication with teachers about students and their wellbeing. Hostel leaders ensure there is regular communication also with parents and caregivers. Regular hostel reports could have a greater focus on reporting successes of students.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 37 international students. From time to time the school hosts short stay students.

The school has reviewed its policies and procedures to be assured they are in line with the new Code.

International students are suitably welcomed and supported to be very well integrated into the life of the school including activities outside the classroom. Key staff members work with the students to identify their goals. Teachers support students to improve their English language skills where necessary and achieve their learning goals. Pastoral support staff members monitor students’ wellbeing and help them to have a positive experience at the school.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all learners.

Leaders and teachers:

  • know the learners whose progress and achievement need to be accelerated
  • need to build teacher capability to evaluate the sufficiency of learners’ progress and achievement.

The school agrees to:

  • strengthen internal evaluation and coherence of school priorities.

ERO will provide an internal evaluation workshop in response to a request by the school.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

1 December 2017

About the school

LocationNelson
Ministry of Education profile number6975
School typeIntegrated Years 9 to 15 school
School roll515
Gender compositionGirls: 53% Boys: 47%
Ethnic compositionMāori 9%
Pākehā 75%
Pacific 2% 
Asian 7% 
Other 7%
Provision of Māori medium educationNo
Review team on siteSeptember 2017
Date of this report1 December 2017
Most recent ERO report(s)Education Review February 2014
Education Review September 2011
Education Review December 2008