Central Hawkes Bay College - 26/09/2017

Summary

Central Hawke’s Bay College is a co-educational state secondary school in Waipukurau. The roll of 503 students comprises 39% Maori, the majority of whom identify with Ngāti Kahungunu, and a very small number of Pacific students.

In 2016, the college was involved in ARONA, a Ministry of Education (MoE) initiative to improve achievement of students at risk of not achieving. A change team has been formed in 2017 to work on improving student outcomes with an MoE student achievement function (SAF) practitioner.

Several new trustees were elected in 2016. The board has a new chairperson and representation from a range of backgrounds, expertise and ethnic groups in the community.

Some improvements have occurred in the areas for development identified in the 2014 ERO report. Increased focus on using student data in Years 9 and 10 has strengthened understanding of students’ needs and informed some targeted strategies at these levels.

School leaders are actively involved in the formation of the Te Angi Angi Community of Learners|Kahui Āko.

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

In the National Certificates of Educational Achievement (NCEAs) in 2016, approximately threequarters of students overall achieved success at Level 1 and over 80% at Level 2. Students who left with Level 2 go on to further education, training or employment. An increased focus on improving rates of attendance and retention across the school has impacted positively.

NCEA data for the past three years shows fluctuations and disparity in rates of student achievement. The school has capacity and capability to accelerate learning for all students. Trustees and leaders recently increased their focus on strategies to address in-school disparity, particularly for Māori and boys.

Agreed next steps are for leaders to provide a more cohesive and coordinated approach to promote accelerated progress for students at risk of poor educational outcomes by:

  • more specific targets for identified groups of priority learners, particularly in Years 9 and 10
  • better alignment to such targets of processes such as teachers’ inquiries, data analysis, reporting, and internal evaluation
  • defining specific tasks and accountability for leaders.

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

Equity and excellence

How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The college is developing a more deliberate approach to responding to those Māori and other students whose learning and achievement need acceleration. Its ongoing priorities are to improve NCEA Level 3 results overall, and for Māori and Pacific students, and to increase certificate endorsements.

The college is yet to achieve overall in-school equity of outcomes for Māori with their non-Māori peers. Since the August 2014 ERO report, achievement for Māori in the NCEAs has fluctuated, and continues to be below that of their peers at Level 1 and 3 and for University Entrance. However, in 2016, disparity was successfully reduced at Level 2 through targeted resourcing for a large group of Māori students through the ARONA project.

Retention at school for Māori up to age 17 and percentages leaving with NCEA Level 2 remain below their peers in 2016. Up to 30% of Māori do not successfully achieve literacy or numeracy requirements by Year 11.

Boys’ achievement shows significant disparity at all year levels. Leaders are exploring a range of targeted measures for improving their engagement, achievement and retention.

Students with a wide range of additional needs are well supported through targeted programmes coordinated by the learning support centre staff. Responsive individual planning enables these students to access a meaningful curriculum. Some achieve success at Level 1 and Level 2 NCEA.

Students participate and achieve well in a wide range of sporting, cultural, leadership and community linked learning opportunities.

School conditions supporting equity and excellence

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

The college has a strategic focus on improving outcomes for Māori by strengthening relationships and supporting learning and engagement through mentoring and coaching. This is supported by improved systems for tracking and monitoring. In 2017, it is being further developed through initiatives promoted by the SAF supported change and improvement plan.

Success for Māori as Māori is promoted through initiatives and programmes such as an active kapa haka group, marae visits, cultural leadership opportunities and some strengthened curriculum provision such as whakairo and whānau group involvement.

There is a focus on improving the engagement and achievement of some at risk students in Years 9 and 10 through regular discussion of their learning, engagement and progress. Closer teacher collaboration and greater use of achievement data have been extended to all Year 9 classes in 2017 to support increased student engagement in literacy and numeracy learning, where initial evaluation shows some improvements.

An increased range of pathways, programmes and courses is offered to all students. Many leavers are supported to transition to employment and tertiary study through these pathways, wellestablished community partnerships and vocationally linked learning programmes.

Teacher inquiry is promoted to foster and inform strategies aimed at improvement in student outcomes. Increased use of learner information and collaborative professional learning builds teacher capability. Targeted professional learning and development (PLD) is enhanced by regular and organised learning opportunities amongst staff. Appraisal has a focus on improving outcomes for students and continues to be reviewed and refined.

The college recognises the value of building partnerships to promote positive outcomes for students. Learning focused communication with the school whānau group benefits students. Close links with agencies promote students’ health, wellbeing and personal development. Professional learning partnerships with other schools support literacy teaching.

Senior leaders have well-defined roles and responsibilities and are actively involved in leading initiatives and strategies to improve student engagement, wellbeing and achievement. Trustees are well informed through regular reporting from the principal, leaders and committees to assist planning and resourcing decisions. They consult and engage with the community in charter and annual planning.

Sustainable development for equity and excellence

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

School leaders and ERO identify the need for trustees, leaders and teachers to:

  • define success outcomes for all Māori and the strategies that promote these, including processes for building teachers’ cultural competencies and capability

  • further develop curriculum evaluation by middle leaders to better understand the effectiveness of programmes in accelerating student achievement

  • continue to build processes and strategies to enhance partnerships with whānau and families of priority learners

  • refine appraisal processes to include an evaluative summary statement about teachers' strengths and areas to develop.

To further improve rates of achievement and reduce disparity for Māori and boys in Years 9 and 10, the school should

  • develop greater cohesiveness of the curriculum including increased use of achievement information especially in literacy and numeracy
  • improving the effectiveness of teaching strategies to promote engagement and respond to interests, strengths and needs of Years 9 and 10 students
  • strengthen the approach to transitions to the college.

Leadership across the school should be strengthened to more closely focus actions on accelerating achievement for equitable outcomes.

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.

To improve current practice, the board of trustees should:

  • ensure all externally sourced and electronically stored policies are customised to the college context and procedures and dated when last reviewed in accordance with the board’s triennial review cycle
  • ensure that the policy and procedures for handling complaints are reviewed and up to date with clear procedures communicated to the community, and that there is a system for recording and monitoring any complaints.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 review there were three international students attending the school, including one exchange student.

International students in Central Hawke’s Bay College are well supported to further their education and to familiarise themselves with the local culture.

The current students have integrated well into college and community life. They achieve well and are provided with an appropriate learning programme. Students receive suitable ESOL (English for Speakers of Other Languages) provision.

The school carefully selects homestay places for the students and is in regular contact with the providers. Students are very positive about their overall experience in this school and community.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The college has capacity and capability to accelerate learning for all students. However, disparity in achievement for Māori and other students remains.

Leaders and teachers:

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

and now need to:

  • develop and implement approaches that effectively meet the needs of each student
  • improve the school conditions that support the acceleration of students’ progress and achievement
  • build teacher capability to accelerate students’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for students
  • monitor targeted planning, improved teaching, and students’ progress
  • discuss the college’s progress with ERO.

ERO will provide an internal evaluation workshop to support the college’s development of effective planning and monitoring processes to support equity and excellence for all students.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

26 September 2017

About the school

Location

Waipukurau

Ministry of Education profile number

233

School type

Secondary (Years 9 to 15)

School roll

505

Gender composition

Male 53%, Female 47%

Ethnic composition

Māori 39%
Pākehā 56%
Asian 4%
Pacific 1%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

26 September 2017

Most recent ERO report(s)

Education Review, August 2014
Education Review, May 2011
Education Review, November 2007