Baradene College - 31/10/2013

• On this page:

• 1 Context
• 2 Learning
• 3 Curriculum
• 4 Sustainable Performance
• About the School

1 Context

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

Students, staff, parents, leaders and the board of Baradene College share a strong sense of community. School management, organisation and practices are underpinned by the school’s special Catholic character. Students, staff and the board work together in a settled environment of respect and trust to achieve the school goals (underpinned by the Sacred Heart goals) for the benefit of all students.

Students respond to the high expectations the board and staff have of them and for them. Over the past three years, there has been an emphasis on the development and use of Information and Communications Technologies (ICT) to engage students in learning. In addition, the school has strengthened its use of student achievement data to make decisions based on evidence regarding improvements to teaching and learning.

Since ERO’s 2010 review the college has appointed a new principal, and two senior leaders. The new principal and the board, through wide and inclusive consultation, have led an in-depth review of the school’s strategic plan. The strategic plan acknowledges Māori as tangata whenua and demonstrates the school’s commitment to bicultural partnerships. The board has responded to community needs by increasing the student roll in a timely way.

Students understand their social responsibility to the wider community and contribute through leadership and service roles.

2 Learning

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

The school has a strong culture of critical reflection and self review, with an emphasis on raising student engagement and achievement. These processes result in positive outcomes for students.

The board of trustees and school leaders have consistently high expectations of student achievement across the school from Year 7 to 13. They set meaningful and challenging academic targets based on the school’s reliable, well-analysed assessment information. School leaders, teachers and trustees are justifiably proud of the high levels of student achievement in both National Standards and National Certificates of Educational Achievement (NCEA) Levels 1, 2 and 3.

NCEA results show that Māori students achieve highly in Levels 1 to 3, Level 1 literacy and numeracy, and University Entrance requirements. In some of these areas, they are more successful than their non-Māori peers, and generally achieve significantly better than national averages. Over the past three years, all Māori school learners have achieved at least NCEA Level 2. This information is clearly reported to the board and provides direction for strategic decision making.

Students who need additional help receive high quality learning support. Their progress and achievement is very well monitored and tracked across the year levels. Teachers are becoming skilled in using a variety of data to respond to students’ learning needs through relevant and targeted teaching strategies. There are good indications that these strategies are successful in supporting students to make accelerated progress.

It is notable that Pacific students achieve better than national averages across the range of assessments and qualifications, including National Standards, NCEA and University Entrance.

Students understand and use achievement information to set personal learning goals and to monitor their own progress. As a result, they are growing their capability to manage their own learning pathways.

3 Curriculum

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

The school’s curriculum is highly effective in promoting and supporting learning. Students benefit from a holistic curriculum that provides a wide variety of learning opportunities, tailored to their interests, strengths and needs. The school’s special character underpins and enriches all learning programmes. The school is reviewing its curriculum to provide seamless learning pathways and greater continuity in learning for students from Year 7 to Year 13.

Students are at the centre of school self review. The curriculum responds to students and their choices, supporting learning through and beyond school. As a result, students enjoy high levels of academic success across the curriculum. Inclusive practices that support students’ well-being and emotional safety help to ensure that all students can succeed.

Many students achieve recognition for their outstanding achievement in sporting and cultural competitions. In addition, students are involved in a wide variety of community events, demonstrating their commitment to service and evolving citizenship.

Students and teachers benefit from the board’s support for innovation, including a commitment to e- learning, digital and financial literacy. Strong relationships with the wider school community provide valuable opportunities for students to experience learning beyond the classroom.

High quality teaching practice is evident across the school. Teachers are reflective and enjoy positive, supportive relationships with their students. Teachers and leaders are encouraged to be innovative and challenge each other’s thinking. Appropriate professional development contributes to the effectiveness of teaching and builds the school’s culture of professional learning.

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

Māori students are confident and are well supported to experience educational success as Māori. They enjoy their involvement in a variety of school activities. Māori students are well represented in student leadership positions. Leaders and teachers actively seek Māori student input into curriculum design to contribute to the development of teaching and curriculum decisions.

School leaders and the board are committed to fulfilling the principles of Te Tiriti o Waitangi. This is demonstrated by:

• a genuine desire to deepen the bicultural partnership through ongoing consultation with Māori families/whānau and students, growing links with local iwi, and the inclusion of the school kaumatua in decision making
• the reviewed strategic plan that has specific goals that acknowledge Māori as tangata whenua
• the strategic appointment of a staff member to enhance Māori students’ sense of belonging, and lead staff learning about te reo and tikanga Māori
• a deliberate focus on respectful relationships and building a strong sense of whānau within and beyond the school
• aspects of Māori culture evident in the learning environment and class programmes.

Leaders could further enhance Māori students’ learning experiences by continuing to explore ways to include Māori students in school mentoring systems.

4 Sustainable Performance

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

Baradene College is very well placed to sustain and further improve its performance. Leaders across the college are focused on developing a cohesive learning community that is responsive to the interests and aspirations of young women as they progress through the school.

Governance and management are highly effective. The board of trustees, principal and staff work with a common purpose. Positive and supportive relationships, teamwork and a shared commitment to the school’s vision, values and goals provide a strong foundation for sustaining school improvement. Relationships with Māori and Pacific parents and whānau are strengthened through respectful consultation processes. The board and school leaders value the school’s strong and mutually beneficial relationships with the local community.

The knowledgeable board understands its governance role well. Trustees plan strategically in response to the high quality information that they receive from school leaders. The board and school leaders use self review to identify and prioritise areas for development, and to monitor the progress and success of existing initiatives. Trustees are very supportive of staff and provide well for their ongoing professional learning and development.

Leadership is very effective. The experienced principal and supportive leadership team work collaboratively to foster strong relationships in the school. Senior leaders mentor and support teachers and this contributes to growing leadership at every level of the school. Strong student leadership throughout the school promotes engagement, enthusiasm and motivation for all students.

The inclusive, student-centred culture and positive respectful relationships contribute to the board, school leaders and staff continuing the school’s growth as a strong learning community.

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. At the time of this review there were 30 international students attending the school, predominantly from China, Korea and Thailand.

Effective policies and practices support the integration and learning programme of the school’s international students. The principal has taken on the role of Director of International Students to further ensure that all aspects of student life are well managed. Students are valued as involved members of the school community and participate in the many co-curricular activities that are available to all students. Communication with parents has been improved, and teachers are working to further strengthen the English language support available to students.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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 four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

31 October 2013

About the School