Rotorua Boys' High School

Findings

Rotorua Boys’ High School has strong historical links to the Rotorua community. Young men are confident, have a strong sense of belonging and enjoy success in environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

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?

A strong culture rich in Te Arawa and Ngāti Whakaue is focussed on celebrating the success of all young men. There is a 100 year history of students aspiring to national and international success. Raukura Rotorua (The Plume of Rotorua) is closely associated with leadership, taking pride in one’s actions, and earning status through one's personal conduct and achievements. These high expectations for achievement and behaviour promote a positive and settled learning environment. Students experience respectful relationships based on shared values and have access to high quality counselling and healthcare. They demonstrate a strong sense of identity, belonging and pride in their school, whānau, friends and community.

An experienced principal leads and promotes a vision for teaching and learning that is based on current research for education in the 21st Century. He is well supported by two deputy principal’s who have leadership responsibilities in pastoral care, teaching / learning and curriculum. All leaders and teachers across the school are focused on developing a learning community that is responsive to the interests and aspirations of boys.

Trustees are highly committed and provide effective governance for the school. The board’s strategic goals for the ongoing improvement of facilities for students and staff, meet the curriculum needs of all students. Trustees have an holistic approach to student wellbeing and safety.

The school provides a secondary education for young men who come from the other parts of Aotearoa, the Pacific and wider international community. A positive safe learning environment contributes to student wellbeing and success. Māori boys now represent 66% of all students in the school. More Māori boys are enrolled at the school than any other secondary boys’ school in Aotearoa. Most Māori student’s whakapapa to Te Arawa and many iwi are represented in the school.

The school has a positive ERO reporting history and has very successfully implemented programmes to address development areas identified in the 2012 ERO report.

2 Learning

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

The school effectively uses student achievement information to make positive changes to learners’ engagement, progress and achievement.

School leaders have established a coherent assessment framework which involves the collation and analysis of student achievement information from an appropriate range of nationally referenced and school developed assessment tools. Management and staff use this information to monitor the progress and achievement of individuals and groups of students. Student achievement information is effectively used to inform school reviews and to set targets for students who are at risk of not achieving. Trustees use student achievement information to inform strategic and annual planning, establish goals, and assist resource allocation.

Parents/whānau and teachers set aside an annual day to meet formally at the school. During this day, boys work with their parents/whānau and teachers to set learning goals. In addition subject choices are discussed and learning pathways planned based on their aspirations. Boys set high expectations and are well supported. Teachers, parents/whānau and boys work together and discuss how they can achieve success. The school has established a smart-phone app. and an internet portal to keep parents/whānau informed of their son’s progress and achievements.

The achievement of students in Years 9 and 10 is closely monitored. Data is gathered in literacy, mathematics and across all curriculum areas. The school has devised a standards based assessment model aligned to the National Certificate of Educational Achievement (NCEA). The model provides Years 9 and 10 students with continuity of standards based assessments from National Standards in Year 8 through to NCEA Level 1 in Year 11. Nearly all boys achieve the Junior School Certificate and experience success at their level. This achievement promotes a high level of self-belief in students and provides them with a positive attitude to learning and success. A seamless approach to assessment practice contributes to high levels of success for students in Years 11 to 13.

Overall student achievement in NCEA is well above the national comparisons and averages for similar schools. These positive levels of achievement have steadily improved over the last three years. Māori and non-Māori student achievement is comparable and the school achieved the Ministry of Education goal of 85% at or above in NCEA Level 2 in 2014. School results continue to improve. The 2014 goal focus on merit and excellent NCEA endorsements across all three levels shows that there was significant improvement by the end of the year. Senior students also achieve success in other National Certificates from a variety of Industry Training Organisations.

School-wide achievement information indicates that the vast majority of students make significant progress over their time at school. Academic and vocational mentoring and guidance of all students is designed to support them in achieving their educational aspirations. Managers have implemented a range of strategies for the effective use of achievement information at department and classroom level to meet the learning needs of students.

3 Curriculum

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

A thorough approach to curriculum review effectively promotes and supports student learning. A diverse and contextualised curriculum is based on student needs and interests. They are frequently surveyed about teacher practice and their views are valued and contribute to curriculum developements. Students experience a wide range of learning activities and demonstrate high levels of achievement in sport, the arts, tikanga Māori and leadership. Global experiences and education opportunities outside the classroom are part of the school’s Raukura Rotorua culture. Boys engagement and commitment to their school helps promote positive outcomes which support learning.

The school effectively promotes educational and cultural successes for Māori students who wish to continue to learn in te reo and tikanga Māori. The teachers in this learning area are highly skilled and lead the practices and customs, which celebrate te reo me ngā tikanga of Ngāti Whakaue. The school has a strong kapahaka group that continues to win regional and national competitions. All students in the school experience te reo and tikanga education.

A deliberate focus by school leaders on the curriculum supports learning and student achievement. They skilfully manage and review all learning areas to improve and increase the authenticity of the curriculum for young men. Leaders of learning annually review their learning area against student achievement and student surveys. As appraisers they observe curriculum delivery in classrooms and provide meaningful feedback and feed forward for teachers.

Teachers demonstrate high levels of knowledge and enthusiasm for their subjects. They regularly review their practice to include student prior knowledge and relevant learning contexts. Student achievement is celebrated and leadership is encouraged. The quality of the teaching in the school is underpinned by five years of Te Kotahitanga in the school. The ongoing development of this initiative has resulted in a clear vision for an interactive approach to learning. This is based on the Effective Teacher Profile, which sets clear expectations for all teachers. A number of teacher forums support teacher reflection and inform professional development.

A significant feature in the school is the co-construction meetings, which involve all staff. In these meetings teachers critically reflect on their practice, identify specific targets, and differentiate learning strategies for students who are having difficulty achieving. Teachers recognise the value of sharing knowledge about students. The pastoral care network plays an important role and supports a wrap-around approach about how students are nurtured and supported in their learning.

There are many examples of high-quality teaching practice evident in classrooms. Teachers in these classrooms are able to demonstrate a range of effective teaching strategies, including:

• well-considered curriculum topics, which build on student’s prior knowledge and experiences and effectively use local places that are significant and familiar to students
• the use of te reo and tikanga Māori, particularly Te Arawa reo and tikanga. In these classrooms boys were highly engaged and responsive to learning
• teachers effectively differentiating the learning programme to meet the needs of individuals and groups who need either extension or extra support with their learning
• students having opportunities within the programme to manage their learning and align their successes to their goals.

School leaders and teachers should continue to build teacher consistency and capability, particularly about how teachers effectively contextualise learning. As part of this process, leaders and teachers could now extend curriculum development to include teacher enquiry and self review using the Ministry of Education’s Tataiako: Cultural Competencies for Teachers of Māori students and Tau Mai Te Reo: The Māori Language in Education Strategy 2013-2017. In addition, extending the partnership with Ngāti Whakaue to design an authentic curriculum that reflects the aims and aspirations of iwi should enrich overall curriculum development throughout the school.

The Awhina programme is specifically designed for boys and girls who require extra support and need to re-establish positive engagement in learning. It is run by the school on behalf of all other secondary schools and local community. A recent review has identified a number of next steps around organisation and curriculum implementation of this programme.

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. School leaders have implemented comprehensive self-review practices that are well aligned to the school vision, strategic aims, teaching and learning targets, professional learning and development, curriculum review and pastoral care. Self review is rigorous, highly effective and underpins positive performance and continuous improvement.

A robust Performance Management and Appraisal System (PMAS), guides how the school promotes and manages ongoing change. The PMAS provides all teachers and leaders with a framework for critical self reflection that is aligned to strategic goals, professional learning and development initiatives, targeted student achievement, and curriculum design and delivery. Whole school professional learning for teachers and leaders is strong and student achievement outcomes have improved.

Trustees review their own practice, are very well-informed, make decisions based on self review, and effectively promote student engagement and achievement. They are efficient, plan for succession, have a strong presence in the school, and work for the best interests of students. The school is now in a very sound financial position.

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.

At the time of this ERO review there were 21 international students attending the school. Of these students 12 were living in the school hostel and 9 were home stay students.

EROs investigations confirmed that the schools self review process for international students under the supervision of a Dean of International Students is comprehensive and robust. Policies and practices in place support the pastoral care and over-all education programmes of these students. International students are effectively managed and are very well integrated into the corporate life of the school.

The school is in a partnership with a private training establishment in Auckland. On behalf of the New Zealand Institute of Studies the school moderates NCEA Level 3 for groups of foreign students.

Provision for students in the school hostel

The Tai Mitchell Hostel accommodates 121 students representing 14 per cent of the school’s roll. It is owned by the Rotorua Boys High School Board of Trustees and operates 7 days a week. The hostel owner has attested that all of the requirements of the Education (Hostel) Regulations 2005 have been met. There have been some changes in staffing since the last ERO review and a new Director of Boarding was appointed in 2014. The hostel is divided into two accommodation blocks with an even number of students in each block. The hostel is being efficiently and effectively managed and has the support of the school community and parents. There are many hostel features, which promote positive relationships and high levels of student welfare and safety. These include:

• experienced staff who are committed to supporting student learning and welfare
• well-documented and transparent policies and procedures for students and parents with clear guidelines for expected behaviours, an emphasis on consideration and respect, and a non tolerance of negative behaviours. It is noted that it is the intention of the board to review these policies in 2015
• detailed and effective communication systems between the hostel director and school staff, principal, students and their families. It is suggested that a regular report from the hostel director to the board would be a valuable addition to current reporting structures.

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

Rotorua Boys’ High School has strong historical links to the Rotorua community. Young men are confident, have a strong sense of belonging and enjoy success in environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

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

Dale Bailey

Deputy Chief Review Officer Northern

11 May 2015

School Statistics