Self Review: Questions for your school

Self Review: Questions for your school

These questions have been prepared to help your school reflect on boys’ education.

School leadership 

  1. How well do your school leaders draw attention to the teaching and learning issues affecting different groups of students?
  2. What student leadership opportunities exist across your school?
  3. How well do the student leadership positions across your school support a safe and welcoming culture? 

School culture 

  1. To what extent do boys feel welcome and supported at your school?
  2. What messages does your school give to boys about being a successful student and/or young man?
  3. How well do students understand and apply the values of your school?

Relationships

  1. What is the quality of relationships between all staff members and boys?
  2. What encouragement can your school offer staff members who need support in developing constructive relationships with boys? To what extent do teachers understand the importance of humour in working with boys?
  3. What opportunities do staff take to relate to boys about aspects of life outside of the classroom? 

Engaging boys

  1. To what extent are boys engaging in a variety of academic, cultural, sporting and leadership roles at your school?
  2. What processes does your school use to recognise and celebrate all forms of success by boys?
  3. Are there boys at your school who are not engaged in curricular or co-curricular life of the school? What processes can be used to support the level of engagement shown by these boys?
  4. What processes does your school have for identifying and addressing the social and pastoral issues of disadvantaged boys and their families?

Relevant teaching and learning

  1. How does your school reflect boys’ interests and goals in the curriculum?
  2. What processes do teachers at your school use to make sure that students understand the point of each lesson?
  3. How do you make your classroom activities relevant and engaging for diverse groups of boys?

Literacy and numeracy support 

  1. What processes does your school have for identifying and addressing the literacy and numeracy problems of new students?
  2. To what extent are Years 9 and 10 subject teachers able to help students develop reading strategies?
  3. To what extent does your school give students useful strategies to develop writing skills?
  4. How does your school model the worth of reading and writing to boys?

Challenges for literacy and achievement

  1. To what extent are boys helped to develop their skills in writing across different curriculum areas?
  2. Where written literacy skills form a significant part of achievement standards’ requirements, what support is given to boys who are finding this a barrier to achieving.

Disengaged boys

  1. Are there boys in your school who are not engaged in curricular or co-curricular life of the school? What processes can be used to support the level of engagement shown by these boys?
  2. What processes does your school have for identifying and addressing the social and pastoral issues of disadvantaged boys and their families? 

Māori and Pacific boys

  1. Who are the role models for the Māori and Pacific boys at your school?
  2. How can the school make even greater use of positive role models for Māori and Pacific boys?
  3. How well do Māori and Pacific boys achieve in relation to other groups in the school?
  4. What links does your school have with the families and whānau of Māori and Pacific boys?

Analysing the performance of boys 

  1. How well do boys perform relative to girls at your school?
  2. Which groups of boys are underperforming relative to the rest of your school?
  3. How well do the boys at your school compare to boys and girls nationally, and in schools of a similar decile?
  4. How well does your school retain boys?
  5. In what areas are boys performing well? What supports this success?
  6. In what areas are boys not performing well? Which boys are not performing and what affects their performance?
  7. What trends exist from year to year in the achievement of different groups of boys?

Planning strategically

  1. To what extent does your school help boys choose a course programme that is relevant and achievable?
  2. How does your school set high expectations for boys about striving to reach their potential?