Feilding High School

Education institution number:
197
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
School with Boarding Facilities
Total roll:
1681
Telephone:
Address:

Churcher Street, Feilding

View on map

Feilding High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 16 months of the Education Review Office and Feilding High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Feilding High School is located in the Manawatū township of Feilding. The school provides a co-educational learning experience from years 9 to 13. The school has an attached hostel, LJ Wild House, which accommodates both boys and girls.

Feilding High School’s strategic priorities for improving outcomes for learners are:

  • to enable excellence in student achievement

  • to deliver the New Zealand Curriculum and offer courses within this that meet the needs of all learners

  • to provide teaching and learning with a focus on high expectations, appropriate reporting, planning and self-review. 

You can find a copy of the school’s strategic and annual plan on Feilding High School’s website.

ERO and the school are working together to evaluate the effectiveness of school processes and systems to ensure pathways are responsive to the aspirations of every learner.

The rationale for selecting this evaluation is:

  • as the only high school in the community of Feilding, the school is aware of its responsibility to support a range of pathway options for all learners

  • the school has recently implemented new systems and processes designed to better support individual pathways. They want to know and understand the effectiveness of these processes.

The school expects to see:

  • a broader understanding in the wider school community of what excellence in achievement means for all learners in the 21st century at Feilding High School

  • evidence gathered from a wide range of stakeholders, to further inform future decision-making about the provision of pathways for all learners

  • evidence that all learners are achieving equitable outcomes.

Strengths

The school can draw from the following strengths to support it in its goal to evaluate the effectiveness of school processes and systems to ensure pathways are responsive to the aspirations of every learner:

  • strategic intent to meet the learning needs of all learners

  • school systems that increasingly support a broad education both in and beyond the classroom

  • connections to, and relationships with, a range of local community networks.

Where to next?

Moving forward the school will prioritise:

  • developing a shared understanding of what excellence in education means for all learners in the 21st century at Feilding High School

  • collecting evidence from a wide range of stakeholders to inform decision making

  • using the evidence to evaluate the effectiveness of pathway interventions and programmes, particularly for Māori and Pacific learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Feilding High School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of June 2022, the Feilding High School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO has identified the following area of non-compliance during the board assurance process: 

  • undertake and record sufficient identity checks on the appointment of staff. 
    [Children’s Act 2014] 

The board has since taken steps to address the area of non-compliance identified.

Further Information

For further information please contact Feilding High School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 November 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Feilding High School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Feilding High School has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were two international students attending the school, and no exchange students.

Feilding High School has a useful review process in place to help identify ways to continually support the academic and wellbeing needs of international students.

International students report that they are cared for and supported to enjoy the challenges and opportunities the school offers. They particularly enjoy the sporting opportunities that exist through the school and speak highly of the teaching support that has enabled academic success.

Those students who are accommodated in the school hostel are well-supported to participate in a range of school and community events.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 November 2022 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Feilding High School

Hostel Report

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings

The hostel manager and owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.

Feilding High School’s hostel, L J Wild House, accommodates 190 boarders and caters for both boys and girls. The school board of trustees is responsible for the management of the hostel.  

Relationships between students and staff are positive. Students shared that they appreciate the care and support that they receive from boarding staff. The opportunity to live and learn with a diverse group of young people is also appreciated. Hostel staff ensure that they support and celebrate the academic, sporting, and cultural interests of boarders. 

Transition into the hostel family is well-managed and parents appreciate the effective communication systems. Hostel management actively seeks and responds to feedback to continually improve the boarding experience. 

A culture of high expectation supports the physical and emotional wellbeing of each boarder. Expectations are closely aligned with those of the school. This supports a seamless integration between school culture and life in the hostel. 

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 November 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Feilding High School - 31/05/2017

Findings

Feilding High School continues to strengthen how well it supports student engagement, learning and achievement. Many students achieve success across academic, sporting and cultural areas, within a positive, supportive learning environment. Developing evaluative capability for knowledge building should promote further improvements and help the school achieve equity and excellence for all learners.

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

1 Context

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

Feilding High School is the sole secondary school in the town of Feilding, Manawatu. The roll of 1375 includes 25% who identify as Māori. Learners are drawn from the town and the surrounding rural areas.

The motto "Kia Toa Kia Ngakaunui" (Have Courage, Desire Greatly) has been retained since the school’s foundation. The hostel, L J Wild House, is in the centre of the school grounds and can accommodate 180 students. The school owns and manages two farms, Ngakaunui and Manawanui, which provide students with a context for practical learning.

Feilding High School is a member of the Feilding Kāhui Ako | Community of Learning (CoL) that includes the intermediate and most of the contributing primary schools within and surrounding the town. The Kāhui Ako | CoL is currently in the establishment phase.

The principal began at the school in Term 1, 2016, joining a long serving leadership team. Staffing at the school continues to be stable.

Most areas for improvement outlined in the June 2014 ERO report are areas that continue to be a focus for development. 

2 Learning

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

The school is strengthening its use of achievement information to make positive changes to learners’ progress and achievement.

Many learners experience success in gaining National Certificates of Education Achievement (NCEA). In 2016, results at NCEA Levels 1, 2 and 3 show achievement rates similar to national figures for all learners. Whole school outcomes in NCEA have fluctuated since the previous ERO review. In 2016 there was an improvement at Level 2 but a slight decline for Level 1 and 3. Most learners leave the school having achieved Level 2 NCEA or above. A small group are successful at scholarship level.

There is disparity of outcomes for Māori learners when compared to their peers. This inequity widens as they progress through the school to Year 13. School leaders are aware that achieving equity for Māori learners is an urgent priority. A small number of Pacific learners attend the school. Raising achievement for this group of learners should also be a goal.

Leaders are collecting a wide range of useful student information about achievement and wellbeing when learners transition from their contributing schools. This is used to inform class placements and ability groupings. Learners identified as having additional and higher needs are provided with suitable support.

Teachers and leaders have improved how well they use assessment data in Years 9 and 10 to track and monitor achievement levels. School information shows that overall, year level groups are increasing progress in Years 9 and 10. More strategies are being used to improve literacy and numeracy and these result in accelerated progress for some.

To further strengthen how the school uses achievement information to make positive changes to learners’ progress and achievement it should:

  • establish a shared understanding and expectation for accelerated progress,
  • particularly in Years 9 and 10, and continue to develop strategies that promote it
  • use literacy and numeracy data more effectively to inform planning for teaching and learning
  • continue to develop tracking and monitoring systems to show achievement and progress in NCEA subjects.

Evaluation to find out which learners made the most progress, where they made it and why progress was made, will assist leaders to know about and transfer the strategies and teaching practices making the biggest difference for learners at risk of not achieving. 

3 Curriculum

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

The school is continuing to strengthen how well its curriculum promotes and supports student engagement, learning and achievement.

Most learners are gaining success through the provision of a broad curriculum that appropriately reflects the New Zealand Curriculum. The school has increased the number of programmes and pathways that support learners to transition smoothly to further study and potential employment.

There is a positive tone and climate in the school. Good relationships are clearly evident and teachers know learners well. Classrooms visited by ERO were calm and purposeful with learners generally well engaged in their learning. Students have good opportunities to participate in a range of extracurricular activities and sports, with a significant number successful at national level. The school provides opportunities for learners to experience leadership.

Programmes are provided that support learners to make informed choices about subject options, pathways into employment and careers related to their strengths and interests. Useful links to workplaces and tertiary institutions support smooth transition from the school to further study or employment.

Learners benefit from academic coaching and mentoring that guides them through pathways and promotes perseverance and resilience. Group teachers are building their role in supporting students at all levels to increase their success as learners.

The school has sustained and further developed an ongoing focus on promoting student wellbeing. An effective pastoral care network and the use of external agencies, support student welfare, safety and health. Students' ideas and feedback are increasingly valued and responded to. Leaders identify the need to gather and analyse a wider range of pastoral information and data to show the impact and effectiveness of strategies on students’ wellbeing and learning.

Learners with significant needs are well catered for in the special needs unit. Their care and wellbeing are strongly promoted through a holistic approach. Programmes are guided by individual education plans developed in consultation with specialist agencies, parents and whānau. Some learners are successfully mainstreamed for adapted activities. Older students' future pathways are well planned to support smooth transition from the school.

The school has improved its communication with parents and community. Good use of digital portals has increased parent access to regularly updated information about activities and achievement. Continuing to strengthen partnerships with parents and the community, that support student learning, is an ongoing priority. 

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

Steps have been taken to improve opportunities for Māori learners to achieve success as Māori.

The school kapa haka group has been expanded and there are more opportunities for learners to experience leadership. A strong emphasis has been placed on celebrating achievement and providing specific programmes that respond to Māori learners' needs. Mentoring is in place for those at risk of not achieving, through the Tū Manukura programme and the Pūhoro Academy. This is beginning to show an impact and improve outcomes. Teachers are continuing to develop their awareness and use of te reo Māori in the classroom. Relationships with whānau and iwi have been strengthened.

The next steps for leaders to further promote educational success for Māori as Māori are to:

  • to develop clear annual schoolwide targets and strategies to achieve equity for Māori learners and promote their success as Māori
  • continue to build teachers’ capacity to respond more effectively to learners’ culture, language and strengths.

4 Sustainable Performance

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

The school has the capacity and capability to sustain and improve its performance. It has established a strong platform from which to move forward and promote equity and excellence for all learners.

Strategic planning provides a clear direction for the school and establishes priorities and actions for development. However, the annual plan is broad and covers a variety of areas identified for improvement aligned with strategic goals. Strengthening how targets are framed and planning specific actions for selected learners at risk of not achieving, particularly in Years 9 and 10, should better support the school to close the achievement gap between them and other learners. Specifying expected outcomes for these learners, should assist the school in monitoring its effectiveness in meeting goals and targets.

Leaders establish and ensure an orderly and supportive environment that is conducive to learning. Leaders build trust and collaboration across the school and its community. The new principal, and leadership group, continue to build their effectiveness as a team. The principal has recognised the need to further strengthen middle leadership capability and has put in place professional learning, targeted at improving effectiveness. Establishing greater clarity and focus around roles and responsibilities to support the schools direction and vision is a next step.

A performance management system is in place and progress has been made in effecting improvement to teaching practice and accountability. Senior leaders recognise that appraisal for the management team and teachers continues to need improvement. Linking teachers’ goals more specifically to improving outcomes for priority learners and increasing the quality of feedback for teachers are next steps.

Teachers are encouraged to participate in a process to inquire into the effectiveness of their practice. However there is variability in how well this is understood and implemented. Strengthening the use of evidence should improve how well teachers are able to show the impact of changes in their practice on outcomes for targeted learners.

Trustees, school leaders and teachers know the students whose learning, progress and achievement need improvement when they enter Year 9. In order to improve and strengthen the conditions that promote equity and excellence, leaders teachers and trustees need to:

  • strengthen inquiry, evaluation and knowledge building
  • increase the use of evidence based evaluation for improvement
  • build teacher capability to accelerate student learning and achievement, especially in Years 9 to 11
  • support the acceleration of student learning and achievement, especially for priority and Māori learners.

Strengthening evaluative capability schoolwide should support knowledge building and understanding of the impact curriculum changes have made on further strengthening learner engagement, achievement and progress.

School leaders and trustees have identified a desire to raise levels of attendance and lower rates of stand-downs and suspensions. To improve engagement the school could consider:

  • a review of behaviour management strategies
  • continuing to unpack and articulate the values and expectations across the school
  • increasing the use of restorative practices.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the code) .The school has attested that it complies with and meets all aspects of the Code.

At the time of this review there were three international students attending the school from Japan and the Philippines.

Processes for orientation into the school are well considered, providing learners and their families with detailed information. Programmes that respond to family aspirations, students' learning needs and interests are planned. English language learners receive appropriate tuition to build their confidence and fluency.

The small group of international students receive good quality pastoral care, and the promotion of wellbeing is a strong focus. Close tracking of their achievement enables leaders to monitor their progress towards realising their goals.

Teachers and homestays promote integration both within school and the wider community. Involvement in extracurricular activities is encouraged. There are opportunities for students’ culture to be recognised and celebrated across the school.

The introduction of the new code in 2016 has prompted further review. The school plans to make positive changes in response to its findings that further strengthen the provision for international students. 

Provision for students in the school hostel

The school hostel, L J Wild House, is owned by Feilding High School and accommodates 180 boarders. The board of trustees is responsible for the management of the hostel. The hostel owner and manager have attested that all the requirements of the Hostel Regulations are met.

The management structure at the hostel has changed since the previous ERO report.  A head and assistant head of girls’ boarding, together with a head and assistant head of boys’ boarding are responsible for the day-to-day management. They are supported by a number of staff who assist with supervision and tutoring. Hostel managers, the matron and supervisory staff live onsite and are readily accessible to the students.

Girls and boys are accommodated in separate hostels. They enjoy hostel life and have access to study and recreation facilities, including a gymnasium and the school swimming pool. Meals are provided in the communal dining room. The hostel prefects take a leading role in supporting hostel staff maintain a positive climate and tone.

Student wellbeing is a priority. Transition into the hostel family is well managed and parents are provided with good information about the hostel operations. Relationships between students and with staff, are positive and supportive. Students’ academic, sporting and other successes are celebrated.

The hostel owner and manager have identified the need to:

  • continue developing policies and procedures to better guide practices that support students’ emotional and physical safety, that are ratified and regularly reviewed by the board
  • review and develop a programme for the maintenance and upgrading of hostel buildings.

ERO's evaluation affirms these next steps and suggests that:

  • strategic goals and annual objectives, related to the management of the hostel, be included in board planning
  • an appraisal process is introduced for hostel staff, with opportunities for training and professional development.

This should assist the board and managers to evaluate the effectiveness of ongoing development and ensure students’ emotional and physical safety continue to be well monitored.

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

Feilding High School continues to strengthen how well it supports student engagement, learning and achievement. Many students achieve success across academic, sporting and cultural areas, within a positive, supportive learning environment. Developing evaluative capability for knowledge building should promote further improvements and help the school achieve equity and excellence for all learners.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

31 May 2017

About the School

Location

Feilding

Ministry of Education profile number

197

School type

Secondary (Years 9 to 15)

School roll

1375

Number of international students

3

Gender composition

Male 50%, Female 50%

Ethnic composition

Māori

Pākehā

Asian

Pacific

26%

68%

4%

2%

Special features

Hostel Special Education Unit

Review team on site

March 2017

Date of this report

31 May 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2014

December 2010

October 2007