Onslow College

Summary

Onslow College is a co-educational secondary school with a roll of 1240, including 8% Māori students and a small number of Pacific learners. Students enter at Year 9 from a wide range of contributing primary schools and a local intermediate. The college has an enrolment scheme in place.

The shared vision for students at the college is to promote excellence, embrace difference and empower all learners to be confident, connected and to succeed with integrity and dignity.

Areas of strength noted in the August 2014 ERO report have been sustained. Leaders have sought to strengthen teacher and student outcomes in relation to the areas identified for development. Their approach included implementation of a schoolwide focus on literacy, further embedding of a teaching inquiry process, and increased opportunities to share practice between staff to build capability.

The school is a member of the Northern Suburbs Community of Learning | Kāhui Ako.

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

Most students achieve well. Leaders, trustees and teachers have high expectations for student success. Reported assessment data shows most enter school at or above expected achievement levels. The majority of students make expected progress in Years 9 and 10, with some learners’ achievement accelerated, particularly in Year 9.

National Certificate of Educational Achievement (NCEA)results are above national figures and reflect similar types of schools at Levels 1, 2 and 3. Some disparity exists for Māori and Pacific students at each level. However, the school has made progress towards achieving equity for all learners, with significant improvements to the percentages of Māori students leaving school with NCEA at Levels 2 and 3, since 2014.

The college recognises the need to ensure that programmes support Pacific learners to remain in school and achieve through to Level 3.

The performance of the college has been sustained over time through the use of well-established systems, processes and practices that respond in supporting the individual needs of learners. Continuing to develop the collective understanding and capacity of staff to undertake learner-focused inquiry and evaluation should support the college to progress its identified priorities.

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?

Onslow College is well placed to sustain its effective practice and make further improvements the response to Māori and other students whose learning and achievement need acceleration.

The majority of students make expected progress in Year 9 and 10 with some learners’ achievement accelerated. This is more significant in Year 9.

The number of Māori students leaving school with National Certificates of Educational Achievement (NCEAs) at Levels 2 and 3 has increased significantly since 2014, reducing disparity between them and their non-Māori peers within the school. Many effective processes are in place to enable the college to build on the positive trajectory for Māori learners and further promote equity and excellence for all students.

Pacific student achievement is suitably tracked and monitored to ensure an appropriate response to those requiring individual, additional support. The college recognises the need to ensure that programmes support Pacific learners to remain in school and achieve through to Level 3. Students combine with Pacific students from another local college to attend and participate in cultural events, achieving relevant credits in performing arts.

NCEA results are above national figures and reflect similar type schools at Levels 1, 2 and 3. Nearly all students achieve Level 1 literacy and numeracy. Many students receive endorsed qualifications. Student retention at school to 17 years of age is higher than national figures and reflective of similar type schools. In 2016, student leaver data shows the majority of students achieved a minimum of NCEA Level 2, with two thirds achieving Level 3. The school achieved 18 New Zealand Scholarships in 2016.

Leaders and teachers know students well. They gather relevant information in relation to achievement, learning and wellbeing. L to match their teaching to learning needs of individuals in the classroom. The recent introduction of ‘Ako student mentoring’, seeks to ensure a collaborative approach between a key teacher and individual students in monitoring and guiding their achievement. A coherent and united response by learning areas, departments and support services scaffolds successful outcomes for most students.ongitudinal tracking of achievement is appropriately used to develop student profiles. This information is increasingly used by teachers

School conditions supporting equity and excellence

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

Many school processes are effective in enabling achievement and promoting equity and excellence for students.

A strong inclusive culture is underpinned by positive relationships. Transition processes are comprehensive. Classroom conditions promote positive student engagement. Systems support appropriate responses to students’ emotional wellbeing and inclusion at school.

The college continues to strengthen the collective response of Māori culture, language and identity. Students learn in a positive and supportive environment. Curriculum options are appropriate with the provision of tikanga and te reo Māori from Year 9 and into the senior school. The manaakitanga programme supports the inclusion of students arriving through the year. A staff committee, formed from teachers and leaders across the college, is guiding development of culturally responsive practice.

The school uses a range of effective practices, processes and programmes to support students identified with additional or complex learning needs. Curriculum adaptation is designed to achieve educational success and develop relevant skills. External agency support is accessed when required. Families’ involvement in a parent support group promotes learning partnerships with school personnel. Narrative reporting provides comprehensive information to students, parents and families, visually documenting the progress and achievement of individual goals.

Stewardship and management practices are effective. Collaborative leadership sustains strengths in teaching practice and guides development toward ongoing improvement. Governance ensures the school’s strategic and legislative requirements are met and this includes the allocation of appropriate resourcing.

Sustainable development for equity and excellence

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

Schoolwide initiatives have resulted in improvements towards achieving equity for Māori learners. The next step is to develop a more coordinated schoolwide approach to further strengthen Māori success and maintain the positive trajectory in achievement.

Implementation of the appraisal process requires strengthening to further support the monitoring and development of teacher practice.

Further development of collective understanding and capacity of staff to undertake learner-focused inquiry and evaluation is recognised as a priority.

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.

Provision for international students

. At the time of this ERO review, there were 62 international students attending the school originating from a range of countries in South East Asia, Europe and South America.The school is a signatory to theCode of Practice for the Pastoral Care of International Students(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code

Processes for orientation into the school are well planned. International students receive good quality pastoral care. The promotion of their wellbeing is a strong focus. Specific programmes are in place that cater for their academic and language needs. Close tracking of students’ achievement enables leaders to monitor progress towards them realising their goals.

The school makes positive changes in response to its self-review findings that further strengthen provision for international students.

Going forward

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

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes.

Agreed next steps are to:

• develop a more coordinated schoolwide approach to further strengthen Māori success and maintain the positive trajectory in achievement

• strengthen implementation of the appraisal process to further support the monitoring and development of teacher practice

• further develop the collective understanding and capacity of staff to undertake learner focused inquiry and evaluation.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

20 November 2017

About the school

Findings

Student data is used effectively to identify strategies that will accelerate most students’ achievement. A responsive curriculum values student diversity and is inclusive of those with high needs. Leaders recognise the need to improve outcomes for Māori students. The college is well placed to sustain and improve outcomes for all students.

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?

Onslow College is a co-educational state secondary school with a roll of 1249, including 88 Māori students.

Student success is fostered and celebrated. The college’s values of realising potential, mutual respect and life-long learning are embraced by the school community.

There are a wide range of opportunities for students to undertake leadership roles and participate in local, national and international, sporting, arts and subject related activities within and outside the classroom. An online portal has been introduced to enable students, families and whānau to access to assessment information and monitor progress.

Since the May 2011 ERO report, there has been an increase in the number of students with high needs enrolling at the college.

Trustees, leaders and teachers have responded positively to the areas identified for further development in the previous ERO report. The school continues to have a positive reporting history with ERO.

2 Learning

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

Student achievement information is effectively used to make positive changes to most learners’ engagement, progress and achievement. Data is used to track and monitor students, including Māori and Pacific, and adapt teaching programmes. At Years 9 and 10, there has been some progress, since the previous ERO report, in the collection and use of student assessment data, particularly literacy information.

School-wide Year 9 and 10 data for reading and writing is shared with teachers and the board. Transition information shows that the majority of Year 9 students enter the college at and above in relation to National Standards in reading, writing and mathematics. In 2013, data indicates that expected progress is made by students moving from Year 9 to Year 10.

The percentage of students leaving the school with at least National Certificate of Educational Achievement (NCEA) Level 2 has continued to increase since 2011. Since then, increasing NCEA merit and excellence endorsements has been a focus for the college. This has resulted in more students gaining merit and excellence at all NCEA Levels. Twenty four New Zealand Scholarships, including two outstanding, were achieved by 15 students in 2013.

Achievement data is analysed and used to evaluate the effectiveness of teaching and learning in each subject area. Closer monitoring and feedback to Learning Area Leaders, by the Executive, should help to increase consistency of analysis and reporting, particularly about Years 9 and 10 student achievement.

A literacy project is providing effective school-wide teacher professional learning (TPL) about the use of student assessment data. It is improving teachers’ understanding and use of Year 9 and 10 literacy information. Analysis of junior literacy and numeracy data over time for groups and year levels is yet to be developed and reported to the board.

Learning Area Leaders and teachers regularly use achievement information to identify individual students in Years 10 to 13 at risk of not achieving NCEA. Initiatives are in place to provide guidance and mentoring to increase students’ engagement and accelerate their learning progress.

Students with high needs receive high quality support in an inclusive environment in mainstream classes. Learning support programmes are very well coordinated. Teachers of these students share responsibility for the wellbeing of students with complex and high needs.

Parents receive regular written reports about their children’s progress and achievement. These reports are currently under review as a result of changes to courses and assessment approaches.

The charter identifies broad goals to improve outcomes for students. Trustees need to include specific and measurable achievement targets for student groups whose achievement needs to be accelerated. This is likely to provide the board and Executive with a wide range of information about progress over time.

There are eight Pacific students at the college. They identify as Samoan and Cook Island Māori. Pacific students’ achievement is individually tracked. Data shows that most of these students achieve high levels of success.

3 Curriculum

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

Most students are well supported in their learning through an effective and responsive curriculum that values individuality and celebrates diversity.

Leaders and teachers continuously review aspects of the curriculum to ensure it aligns with the school’s philosophy, The New Zealand Curriculum and students’ changing needs.

Review has prompted changes to junior subject options, introduction of half-year National Qualifications Framework (NQF) courses and the development of a school-wide learning philosophy.

The curriculum offers a diverse range of academic and vocational pathways for students. Strong links to tertiary institutions, local businesses and the wider community help students develop knowledge, skills and plans for the future.

The college is strongly focused on meeting the learning needs of students. Alternative courses have been introduced for students in Years 12 and 13. These are appropriate for students who do not require a full academic course. Students are encouraged to aim for course and certificate endorsements. Year 11 to 13 student assessment data is used to track student progress towards meeting qualification requirements.

Student course handbooks are comprehensive. These provide students, families and whānau with information to make informed decisions about subjects and possible careers. Advice and guidance about possible learning pathways is responsive to students’ interests and strengths.

Teachers effectively use a wide range of strategies that support student engagement in purposeful learning. These include:

• promoting respectful and reciprocal relationships and interactions
• challenging and extending students and supporting their development of high levels of thinking and understanding
• fostering of student independence and self-management
• developing students’ confidence to seek clarification and share ideas.

Students thrive in a culture of acceptance, focused on learning.

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

The school is committed to improving educational success for Māori students as Māori.

The Executive identify that ongoing changes in staffing and leadership in this area have had an impact on the school’s ability to improve Māori student engagement and achievement. Executive and Learning Area Leaders recognise that achievement for a significant number of Māori students is of concern. The proportion of students leaving with at least NCEA Level 2 is significantly lower than for other students in the school.

Meetings are regularly held with whānau. Māori trustees on the board provide a useful link with whānau. Students are involved in kapa haka and take opportunities to be leaders, particularly in peer support with junior students.

Learning area leaders and teachers use Māori student data to inform discussions about student progress and identify strategies to enable success for students. Māori students identified as needing extra support are provided with targeted teaching and learning.

Trustees and the Executive agree with ERO that the following areas for development are needed to improve Māori student achievement and retention:

• a school-wide strategic approach to success for Māori students, as Māori
• development of a shared understanding amongst staff of what high expectations, engagement and achievement looks like for Māori students and their whānau
• using TPL and appraisal to develop shared responsibility across the school for Māori students' success, based on their culture, language and identity.

4 Sustainable Performance

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

Onslow College is well placed to sustain and improve its performance.

A culture of critical reflection exists across the school. The principal has a clear vision for the school. He is well supported by a cohesive and collaborative executive team.

There is some evidence that Executive, Learning Area Leaders and teachers evaluate what is going well and where improvements can be made. These evaluations could be made more effective by identifying the outcomes expected for students. Outcomes can then be evaluated against school priorities to find out what is working well and contribute to decisions for change.

Teachers’ appraisal provides opportunities for staff to think about their practice and specific teaching strategies to accelerate the progress of targeted learners. Learning Area Leaders' increased involvement in this process should better support teachers’ development.

Trustees are experienced and clearly focused on the governance roles and responsibilities. They seek to ensure the school is well resourced and their decisions are student-centred.

Well-established and highly effective systems support students’ emotional wellbeing and sense of identity. Information from families, whānau, students and the community is gathered, considered and used.

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 47 international students attending the school.

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

ERO’s investigations confirm that the school’s self-review process for international students is thorough. Effective policies and practices support the pastoral care, social integration and academic learning and programmes of the school’s international students. 

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

Student data is used effectively to identify strategies that will accelerate most students’ achievement. A responsive curriculum values student diversity and is inclusive of those with high needs. Leaders recognise the need to improve outcomes for Māori students. The college is well placed to sustain and improve outcomes for all students.

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

Joyce Gebbie

National Manager Review Services Central Region

19 August 2014

About the School