Francis Douglas Memorial College - 26/09/2018

School Context

Francis Douglas Memorial College is an integrated Catholic boys’ secondary school that caters for students in Years 7 to 13. At the time of this ERO evaluation, there are 784 students and 13 International students on the roll. Increasing numbers of Māori make up 16% of the roll, and students of Pacific heritage two percent. The college has a five-day hostel that accommodates over 120 boys from the Taranaki province and beyond.

The college’s vision and objectives are closely aligned to the Catholic and Lasallian Christian values of faith, service, community, integrity and scholarship. These are embodied in the broader goal for all students to develop and demonstrate the character and qualities of a Good Caring College Man.

The current school goals and targets prioritise continued improvement in national qualification results for those students at risk of not achieving, and increased levels of certificate endorsements overall.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in New Zealand qualifications
  • end-of-year results and progress against expectations in all curriculum areas
  • reading, writing and mathematics achievement in Years 7 to 10
  • engagement and wellbeing.

Since the September 2015 ERO report, changes in leadership roles include two deputy principals and three heads of departments. Property developments include a remodelled classroom block and new digital technology facilities.

Teachers have recently been involved in professionallearning and development (PLD) in appraisal, teacher inquiry, literacy and culturally responsive teaching.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school has made good progress in further improving outcomes for learners, particularly across senior levels. Since the previous ERO report, there has been steady improvement in overall achievement. High numbers of students gain National Certificates of Educational Achievement (NCEAs) at Levels 1 and 2. In 2017, nearly all school leavers had gained NCEA Level 2 or above.

Māori student achievement is high, particularly at NCEA Levels 1 and 2. All students gained NCEA Level 1 and 2 in 2017 and their overall achievements were comparable with and sometimes above their peers in the college. Leaders recognise that there is some disparity for Māori gaining University Entrance.

Small numbers of Pacific students achieve well overall, with all achieving at NCEA Levels 2 and 3 in 2017.

Recent school achievement data in Years 7 to 10 shows variations over time in levels of achievement in relation to expectations.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school identifies those students who need acceleration schoolwide, but does not yet have a clear picture of the overall rates of acceleration for students who are achieving below curriculum expectations at Years 7 to 10.

There are examples of small groups of Māori and other junior students whose learning is accelerated through recent targeted actions in literacy and numeracy.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The quality, analysis and use of student achievement information in the senior school supports improved rates of equity and excellence, especially at NCEA Levels 1 and 2. There are appropriate processes and programmes that promote the wellbeing, identity and learning partnerships for those Māori and other students whose learning and achievement need acceleration, especially at NCEA Levels 1 and 2.

Inclusive school values contribute to students’ sense of belonging and success as learners. Shared expectations for being aGood Caring College Man are promoted through the Lasallian values and the school curriculum. Strong connections and relationships between students and with teachers creates a culture and environment that promotes wellbeing and learning.

Effective leadership and collaboration with staff is developing robust and effective processes to know about, monitor and respond to students’ pastoral and learning needs. This includes the regular sharing of detailed and timely information about individuals and interventions and programmes that are responsive to identified needs.

Increased opportunities for sharing with parents and whānau about their son’s learning and achievement strengthens learning partnerships.

A strategic and coherent approach to building professional capability provides increased opportunities, expectations and resources for teachers to further develop practices. Enhanced processes related to senior assessment, teachers’ appraisals, inquiry and evaluation are building leader and staff capability. A well designed and planned schoolwide PLD programme develops shared understandings and expectations for effective teaching.

The school provides a wide range of curriculum choice and opportunities for students with different interests and aspirations, to succeed across all areas within the New Zealand Curriculum including specific vocational pathways. Students’ learning is enriched through a range of training opportunities and vocational experiences beyond the school. Ensuring the curriculum is appropriately future focused is part of ongoing review.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Learning progress as students move from entry at Year 7 through to Year 10 is considered. Leaders and teachers now need to develop a shared understanding of indicators of acceleration in Years 7 to 10. This should assist better understanding of the impact of curriculum and interventions on learning and progress.

Leaders and teachers should continue to develop a shared understanding of effective teaching practice so that it supports the school’s vision and aims for students to be creative, critical, independent and collaborative learners achieving their potential.

Programmes and practices show the value of te ao Māori and contribute to Māori success. Extending consultation and strengthening relationships with whānau and iwi should contribute to the building of knowledge and practices that promote success as Māori.

Further developing teachers’ and leaders’ understanding and use of inquiry and internal evaluation is a next step. This should enable them to better determine the effectiveness of strategies and the impact of programmes on improving outcomes for all learners.

3 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
  • finance
  • 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 policies made available to the public in hard copy are signed and have the latest review date.

Provision for students in the school hostel

The school hostel, La Salle House, accommodates 121 students, 15% of school roll. It is owned by the Trust Board of the Brothers of the Christian Schools in New Zealand.The Hostel Board operates as a separate entity to the College Board.The hostel owner has attested that all the requirements of the Hostel Regulations are met.

The various hostel facilities are located within the college site. The Year 11 area has recently been refurbished. The hostel and school operate effectively together to promote a safe emotional and physical environment supporting learning for boarders. Nearly all boarders achieve the relevant NCEA for their year level.

Most boarders are from the Taranaki province. Thirteen are international students. Well-developed systems and practices and a range of planned activities successfully encourages the building of hostel spirit, identity, belonging and the Catholic special character.Boarder and parent feedback indicates the dean, supervisors and support staff effectively provide for the varying needs of hostel students.

ERO and the board agree a schedule for the review of policies and the procedures should be developed to ensure they are fit for purpose and reflect current legal and Ministry of Education best practice expectations and guidelines.

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, 13 International students attend the school, mainly from Asian countries. They are accommodated in the five-day school hostel during the week and go to local homestays for the weekends.

ERO’s investigations confirm that the school appropriately uses self-review processes to track and monitor the quality and provision of pastoral care, accommodation, language and appropriate learning programmes for international students.

Orientation for students into school is well considered. Student information supports their access to opportunities to be successful in school learning programmes and qualifications. Students experience a range of learning opportunities through the school curriculum including sport and education outside of the classroom. Students are appropriately challenged to develop their leadership and self-management skills.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a wide range of learning programmes, experiences and pathways that provide opportunities for learners’ success
  • collaborative capability and knowledge building amongst staff that promote improved teaching practices
  • systems and processes that are responsive to students’ learning, wellbeing and pastoral needs.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • more explicit outcomes targets for acceleration and raising achievement, especially in literacy and mathematics and reporting progress against these
  • use of assessment tools and student achievement information to better inform decisions about teaching and determine the impact of programmes, especially in literacy and numeracy at Years 7 to 10
  • use of inquiry and internal evaluation to inform effectiveness of practices and impact of programmes achieving valued outcomes for equity and excellence.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services Central

Te Tai Pokapū - Central Region

26 September 2018

About the school

Location

New Plymouth

Ministry of Education profile number

175

School type

State Integrated Secondary (Years 7 to 13)

School roll

784

Gender composition

Male 100%

Ethnic composition

Māori 16%
Pākehā 75%
Asian 5%
Pacific 2%
Other ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

July 2018

Date of this report

26 September 2018

Most recent ERO report(s)

Education Review September 2015
Education Review September 2012
Education Review August 2009