9 November 2010
To the Parents and Community of McAuley High School
These are the findings of the Education Review Office’s latest report on McAuley High School.
McAuley High School, in Otahuhu, is a State integrated secondary school providing a good quality Catholic education for girls from Years 9 to 13. The school has a roll of 660 students, most of whom are from Pacific cultural backgrounds. Four percent of the students are Māori.
The strong culture of respect and inclusiveness evident in the school is supported by Catholic beliefs and Mercy values and traditions, which are reflected in school operations and in everyday practices. Teachers have high expectations that each student will achieve personal excellence. The board of trustees and staff engage effectively with school communities so that the wishes and aspirations of parents for their children are addressed and parents are active partners in their children’s education.
Students achieve well at McAuley High School. They are well supported to develop their literacy and numeracy skills so that they gain the required literacy and numeracy credits for Level 1 National Certificates of Educational Achievement (NCEA). In NCEA Levels 1, 2 and 3, the average achievement of students at the school is well above national averages and those of schools of a similar decile. Attendance and retention rates are high and students engage well in learning. Students have rich opportunities to achieve and succeed in leadership, sports, cultural and service activities. The school has a settled, secure, learning environment focused on achievement.
Good use is made of information about student achievement and information provided by the community, to develop a school curriculum that acknowledges student talents and parent aspirations. Students are able to achieve in Samoan, Tongan and te reo Māori. Māori students report that they feel affirmed. They achieve well and have opportunities to succeed as Māori. Well developed learning support and pastoral care systems help students to learn and to identify learning and career pathways through and beyond school.
The community, board of trustees, principal, staff and students can be justifiably proud of their school. It has a history of high performance and effective governance and leadership. These features, together with high quality processes for strategic planning, self-review and reporting, help to sustain on-going improvement and support students’ engagement, progress and achievement.
ERO is likely to carry out the next review within four to five years.
This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’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 assessment and self review information; and
- teaching strategies and programmes implemented to give effect to the school’s curriculum.
ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.
If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.
National Manager Review Services
General Information about Reviews
ERO is an independent, external evaluation agency that undertakes reviews of schools 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 schools; and
- provide information to parents, communities and the government.
Reviews are intended to focus on student achievement and build on each school’s self review.
ERO’s framework for reviewing and reporting integrates the following:
- school curriculum;
- national evaluation topics –contribute to the development of education policies and their effective implementation; and
- the Board Assurance Statement, including student and staff health and safety.
ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.
ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.
This helps ERO to answer the major evaluation question for reviews:
How effectively does this school’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 school will have identified these matters through its own self review and already plans further development in those areas.
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page,
http://www.ero.govt.nz, for ERO office addresses.