Aurora College

Summary

Of the 368 Years 7 to 13 learners at Aurora College, 168 identify as Māori and 19 as of Pacific heritage. The school has a large group of students with additional needs and it has a Services Academy.

Since the 2014 ERO review, the school has established a parent-elected board of trustees. Two of the three senior leaders are new to their role. The school has been involved in several initiatives to improve teaching, learning and student engagement. These include Accelerating Learning in Mathematics, Accelerating Literacy Learning, Positive Behaviour for Learning and Kia Eke Panuku. Aurora College is part of the Kāhui Ako.Invercargill| Community of Learning

Reading achievement against the National Standards has improved steadily over the last four years. There has been little change in writing and mathematics achievement, and levels of achievement in these areas continue to be low.

Since the 2014 ERO review, NCEA Levels 1 and 2 achievement has significantly improved. ERO is unable to evaluate sufficiency of learning progress and achievement for Years 9 and 10 students as useful information was not available during the review.

In reading and mathematics in 2016, achievement for the Year 8 cohort improved. There has also been a marked improvement in the achievement of Māori students in NCEA Levels Over time there has been disparity between boys’ and girls’ achievement in reading and writing against the National Standards. Māori achievement against the National Standards reflects this trend.1 and 2.

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

The school is doing very well regarding children’s wellbeing and ensuring equitable and inclusive access to the curriculum. Disparities in achievement between different groups have lessened, but some disparity remains.

Māori and other groups of students are very well supported emotionally, socially and physically in order to be ready to learn. The school provides additional resources, including financial help, so that all students have equitable opportunities to learn and take part in school activities and experiences. The school has a very caring culture and a strong pastoral focus.

Some school systems and processes need a greater focus on accelerating the learning of students in order to lift student achievement. Areas needing strengthening include aspects of internal evaluation, charter targets to lift student achievement, and monitoring and reporting on rates of progress of some groups and year levels. ERO has requested an action plan that outlines how school leaders will make these improvements.

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?

Leaders and teachers work hard to ensure that all students are supported emotionally, socially and physically in order to be ready to learn. Teaching practices are culturally and relationally responsive. Some school systems and processes need a greater focus on accelerating the learning and achievement of students.

The school’s vision for its learners is to develop resilience. School values of perseverance, whanaungatanga and citizenship are intentionally aligned with initiatives, such as the Kia Eke Panuku programme, that support equity, success and belonging. The vision and values underpin systems and practices to improve students’ attendance, engagement and achievement and have had a positive impact for students.

For reading, writing and mathematics, the school has varied levels of success against the National Standards. In 2016, 73% of Year 7 and 8 students achieved at or above expected levels in reading. Māori, Pacific and Pākehā achievement was similar. Writing and mathematics achievement was lower with 43-45% achieving at the National Standards. Boys’ achievement in writing was lower, and girls’ and Māori achievement in mathematics was also lower.

At the classroom level teachers have, and use well, sound assessment information for Years 7-10 students. At the school-wide level, ERO is unable to evaluate rates of progress and achievement for Years 9 and 10 students due to insufficient useful school information about this.

NCEA Level 1 results for 2016 show that literacy and numeracy results have improved. Some students take 18 months to gain these qualifications. NCEA Level 2 results have steadily improved over the last three years. Māori students in 2016 achieved wellat NCEA Levels 1 and 2. This reflects a decrease in disparity for this group of students.

There has been an increase in the number of students gaining NCEA endorsements. A small number of students remain at school for Year 13. Fewer students achieve at Level 3.

The school has some information about the impact of its targets and interventions. Outcomes from charter targets have been variable. In 2016, greater success was evident with the progress towards some Year 8 targets and some NCEA targets.

Students with additional needs are very well supported in their learning. They are valued members of the school community.

From Years 7 to 10, teachers at each year level moderate their assessment judgements in reading, writing and mathematics. The next step is to improve moderation between year levels and to moderate across schools.

School conditions supporting equity and excellence

The school has some very effective practices to support equity for its students. It has an increasing focus on supporting excellence.

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

The positive and inclusive school culture strongly supports its learners to feel a sense of belonging, develop resilience and be strong in their identity. Core Māori concepts and values, such as whanaungatanga, manaakitanga, ako, and tuakana-teina relationships are very evident.

The school’s curriculum is very responsive to students’ needs, interests and wellbeing. Leaders and teachers make ongoing and well-considered adaptations and improvements to school programmes, initiatives and unit plans. There is an increasing Māori dimension, localisation and use of authentic contexts for learning. Students are carefully supported in their transition into, through and beyond school. Their successes and achievements are celebrated, and their views valued and acted on.

Teachers know their students well as individuals and as learners. In part, this is a result of the sustained professional learning focused on culturally and relationally responsive teaching practices. At a pastoral level, students are very well supported.

Leaders continue to adapt school structures, including the timetable, to better meet student needs. For example, homerooms for Years 7 to 10 students and home-based teachers for Years 11 to 13 students have had a positive impact. For Years 7 to 10 students, it has resulted in .a more integrated curriculum

Senior students are well supported. Courses are designed around what works best for the individual. Teachers closely monitor student progress towards NCEA or other pathways. Senior students have a good understanding of their progress and achievement.

Leaders and teachers have built positive relationships with parents and the wider community in order to better support students’ wellbeing and learning. Leaders and teachers work closely and respectfully with parents and/or caregivers. The school has strong links with external agencies, experts, workplaces and other educational providers.

Teachers are well supported to grow professionally. Professional learning is directly linked to better meeting students’ needs. Staff work closely with each other in order to best support their students.

Leaders and trustees have identified appropriate strategic priorities. There is clear alignment from these priorities through to the annual plan, professional learning, appraisal focus and curriculum initiatives.

Trustees have a good understanding of their stewardship role and a strong commitment to ongoing professional learning. They ensure that resourcing decisions are consistent with strategic priorities.

Sustainable development for equity and excellence

Some school systems need to be improved to further lift student achievement.

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

At the senior leadership level there needs to be better monitoring and reporting on rates of progress and achievement for Years 7 to 10 students. Charter targets for Years 7 to 8 need to be extended to include any group of concern, and targets need to be set at the Years 9 and 10 levels.

Progress towards meeting the charter target and progress towards the National Standards need to be regularly reported to the board of trustees. Years 7 and 8 reports to parents should clearly show achievement in relation to the National Standards.

To more effectively accelerate students’ progress and achievement, aspects of internal evaluation need to be strengthened. This includes intensive inquiry at class and across year levels into areas of low achievement and/or disparities in achievement, and the development of specific plans and strategies to address concerns. Leaders and teachers should ensure that there is careful monitoring and reporting on rates of students’ progress.

Next steps also include:

• specific reporting to the board about the outcomes of interventions

• extending reporting to the board to cover such areas as learning support and the Services Academy.

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.

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. However, disparity in achievement for Māori and/or other learners remains.

Leaders and teachers:

• know the learners whose progress and achievement need to be accelerated

• need to further develop and implement approaches that effectively meet the needs of each learner

• need to improve some school systems and practices that support the acceleration of learners’ progress and achievement.

The school agrees to:

• develop more targeted planning to accelerate progress for learners

• monitor targeted planning, improved teaching, and learners’ progress

• discuss the school’s progress with ERO.

ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.

ERO requests that the school provides an action plan that outlines how it will address the next steps in the Sustainability section of this report.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

17 October 2017

About the school

Location	Invercargill
Ministry of Education profile number	548
School type	Year 7-13 Secondary
School roll	368
Gender composition	Girls: 41% Boys: 59%
Ethnic composition	Māori: 47% Pākehā: 48% Pacific: 5%
Provision of Māori medium education	No
Review team on site	August 2017
Date of this report	17 October 2017
Most recent ERO reports	Education Review: May 2014 Education Review: September 2010

1 Context

What are the important features of this school that have an impact on student learning?

Aurora College is in South Invercargill and provides education for students from Years 7 to 14. About 350 students are taught mainly in small, home-based classes. Teachers take particular care to get to know students as individuals.

Nearly half the students are Māori, and the school is culturally diverse and highly inclusive. Staff members also come from a variety of cultural backgrounds. The school provides a wide range of on-site support services to strengthen students’ wellbeing and their readiness for learning.

The school’s values of being respectful, responsible and safe in order to be a successful learner, are evident in the staff relationships with students and in the way students engage in their learning.

The school is a welcome place for staff, students, parents, whānau/fānau and the wider community. Within the school there is space for students to learn and interact in ways that support their wellbeing and enhance their learning. Classroom grouping around a central space provides flexible areas for shared learning for students in the Years 7-8, Years 9-10 and Years 11-13 buildings.

Each student in Years 7 to 10 uses an ipad provided by the school to assist their learning through increasing their access to a wide range of learning resources and information. This initiative is planned to develop year by year until all students are using an ipad or laptop as part of their learning.

The school has made good progress since the last ERO review in 2010. School leaders and teachers have worked together to help students engage more positively in their learning, improve the quality of teaching practice across the school, and improve student achievement.

2 Learning

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

The school makes good use of a wide range of learning information to improve students’ engagement with their learning, accelerate their progress, and lift their achievement.

Senior leaders, teachers and other staff notice, recognise and respond to students’ wellbeing to help students be ready for learning. They find out what is important in students’ daily lives, share information about students in a number of ways, and react and respond appropriately. Students benefit from the strong school-wide focus on positive learning, the use of restorative practices, and the wide range of pastoral supports.

School leaders and teachers use achievement information well to:

• learn about and respond effectively to the needs of individual students and groups
• keep a positive focus on learning rather than behaviour
• provide frequent monitoring and regular mentoring to help students achieve their achievement goals.

Trustees, school leaders and teachers use achievement information well to:

• set appropriate and challenging goals for individual students, priority groups and year levels
• continue the school-wide upward trend for National Certificate of Educational Achievement (NCEA) results
• strengthen the focus on literacy and numeracy in Years 7 and 8.

School leaders and ERO agree that the priorities to improve the use of learning information are to:

• strengthen teachers’ understandings and use of the National Standards
• help Years 7 and 8 students know more clearly how well they are progressing and what their next learning steps are
• find more ways to support students in Years 9 and 10 to make the faster progress they need to successful in Year 11 and beyond.

3 Curriculum

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

Students benefit from a well-designed curriculum that is highly responsive to their needs, interests and abilities.

Senior leaders and teachers take particular care to provide flexible, innovative learning programmes for students. They offer a wide range of opportunities and programmes in response to what students have said they are interested in. In the senior school, they plan with each student a learning pathway that fits with their needs, interests and career aspirations. They have developed strong links with other providers and provide engaging learning programmes, such as a computer animation course at the Southern Institute of Technology (SIT), an agriculture course, service academy and a range of high-interest, all-day programmes on Fridays.

Teachers place a clear focus on learning by:

• building positive relationships with students first
• working to ensure students are ready to learn in settled classrooms
• helping students know about the focus and relevance of the learning
• encouraging students to have high aspirations
• supporting students to be more interested in their learning.

Teachers provide multi-level learning and use innovative approaches to meet students’ needs. They offer an appropriate mix of paper-based and hands-on learning. Students’ successes are celebrated and a range of incentives help build each student’s high aspirations.

Students and their parents and whānau/fānau benefit from a wide range of support and individual mentoring to help students improve their attendance, increase their focus on learning, and speed up their progress and achievement. This includes:

• specialist teachers and support programmes
• support in the transitions to, within and beyond school
• culturally inclusive practices across the school
• close communication and sharing of learning information about each student between teachers and with parents and whānau/fānau.

The principal has worked tirelessly with other school leaders to strengthen the school’s learning culture. Staff members show high levels of commitment and collaboration in their interactions with students and each other. Leaders provide clear expectations for staff for all aspects of their work. There is a strong culture of professional reflection, learning and development. Teachers make good use of expertise from within and beyond the school to find, share and put in place new ways of making the learning more engaging and meaningful for students.

School leaders and ERO agree that the priorities to strengthen the curriculum are to:

• review each learning area, special programme and intervention, particularly in terms of their impact on student engagement and achievement
• develop and use guidelines to provide for students who are gifted or talented
• evaluate the impact recent information and communication technologies (ICT) initiatives have had on student engagement and achievement as 21st century learners.

How effectively does the school promote educational success for Māori, as Māori?

Aurora College provides Māori students with many opportunities and support for learning and achievement. A focus for the school is to continue to find ways to lift the achievement of students in NCEA.

Teachers and school leaders are building their confidence and competence to work in culturally meaningful ways. This includes developing effective communication and relationships with students and their whānau.

Māori language, culture and identity are valued as a pathway to Māori success. Students at all levels have opportunities to learn te reo and tikanga Māori. All Years 7, 8 and 9 students have weekly te reo lessons, Years 10 students have an option programme and there are tailored classes for students capable of studying at NCEA level. Students also have other relevant opportunities for learning, such as participating in local and regional kapa haka events.

A next step for the board and school leaders is to ensure that the views of Māori students inform the evaluation of learning programmes and initiatives for school improvement.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school trustees know, by being in the school regularly, that the shared vision for students’ learning is alive and flourishing. They are well informed about the range of initiatives they have helped put in place for increasing student engagement and achievement across the school.

The principal leads by example, demonstrating the values and behaviours that characterise the vision and culture of the school. She is collaborative and forward-thinking in her work with staff, parents and whānau/fānau. She is well liked and respected by staff and students. She ensures the board’s plans for school improvement are implemented.

School leaders provide effective environments to support students’ wellbeing and learning. They ensure that staff are well supported to respond positively and proactively in their interactions with students. They create opportunities for students, families/whānau/fānau and the wider education and business communities to be involved with the school.

A next step for trustees and school leaders is to show more clearly how well the wide range of school initiatives are working to raise student achievement. This should include a rigorous process of evaluation and be informed by the intentional use of student opinions.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services

Southern Region

15 May 2014

About the School

Location	Invercargill
Ministry of Education profile number	548
School type	Secondary (Years 11 to 13)
School roll	360
Gender composition	Boys: 58% Girls: 42%
Ethnic composition	NZ European/Pākehā Māori Pacific Other	50% 40% 9% 1%
Special Features	Lead School for Resource Teachers of Learning and Behaviour Cluster
Review team on site	March 2014
Date of this report	15 May 2014
Most recent ERO report(s)	Education Review Supplementary Review Education Review	September 2010 December 2007 2006