Pacific Advance Senior School - 24/11/2017

Findings

Pacific Advance Senior School is not yet meeting all of its obligations as outlined in the Agreement with the Crown. The School has met performance measures in relation to student engagement and attendance, but is not yet meeting its student achievement performance measures. The school has a strong focus on student wellbeing and on building attitudes and behaviours conducive to learning. The board, leaders and teachers continue to work collaboratively to improve educational outcomes for all students. 

1 Context

Pacific Advance Senior School is a Partnership School|Kura Hourua (PSKH) located in Auckland. As with all PSKH, it operates under a contractual arrangement with the Crown, to achieve results, maintain participation, keep students safe and act with probity. The school opened in 2015 and this is the first full ERO review of the school's performance in relation to the performance standards stipulated in its contract.

Pacific Advance Senior School aims to:

  • offer a vibrant school community that is centred on the Pacific identities, languages and cultures and to make worship and prayer integral to the school day

  • provide an innovative education with a strong cultural perspective that engages students, keeps them at school and promotes their achievement so they can progress to higher education and meaningful careers

  • work closely with parents and families, and the wider Pacific and education communities to achieve top educational and life outcomes for students.

The school currently has 84 students in Years 11 to 13. This number includes 8 Māori and 74 Pacific students. The guaranteed minimum roll of 100 was achieved during the second year of operation and is likely to be met again in 2018, when approval has been granted for the school to enrol Year 9 and 10 students. The school meets the performance standard in relation to priority learners making up 75 percent of the roll.

The New Zealand Curriculum forms the basis for teaching and learning. There is a strong focus on the wellbeing of students and on building attitudes and behaviours that are conducive to learning. Physical fitness and associated activities feature first on the programme for three days a week. English, mathematics, science, digital technology and physical education classes are available for NCEA levels 1 to 3. Literacy skills are further integrated across the school day.

Students can enrol in additional courses through Te Aho o Te Kura Pounamu - The Correspondence School. A Pacific Advance Senior School staff member provides support for students while they undertake this study option. Some external providers and community facilities are used to broaden the curriculum offered by the school.

The school meets the performance standard for delivery of the curriculum as 90 percent of teachers are fully registered.

2 Performance Standards and Results

The school is required to report on its outcomes against the Performance Standards in its Agreement with the Crown by 31 January each year.

Student Achievement

Many students start at Pacific Advance Senior School with low levels of achievement and take two years to achieve Level 2. Consequently the school has not met the 2016 performance measures in relation to student achievement. The school believes that Level 1 and 2 leaver data for 2017 will be closer to the contracted performance measures because it will include the first cohort of Year 13 students to have completed three years of senior secondary education.

Sponsors, leaders and staff have an ongoing commitment to raising achievement and increasing success for students. Many students enrolling at the school have a history of low levels of attendance, engagement and achievement. School data show most students make good progress towards improving attendance rates and achieving qualifications.

Student engagement and attendance

The school has met the performance measures in relation to student engagement and attendance.

The ‘wellbeing @ school’ annual survey affirms that students value the school’s approach to learning, the holistic nature of the curriculum and the supportive, inclusive culture. Students benefit from the school’s focus on their health and nutrition.

ERO’s investigations confirm the accuracy and validity of the reported results in relation to student achievement and engagement.

3 Sustainability and future focus

To what extent does this school have the capability to assess and improve educational outcomes for students?

The Advisory Board has good understanding of what is needed to assess and improve educational outcomes for students. They are aware that teachers need to strengthen their capability to assess and plan for learning.

The school sets holistic goals for students’ engagement, and in some cases re-engagement, in education. High expectations of students’ social skills, academic progress and behaviour are evident. These expectations are embedded in the school culture and staff are committed to promoting positive outcomes for students.

The board has a strong commitment to the students’ futures. They have high expectations of themselves and teachers to promote students’ academic and social progress. The school provides substantial support for students to ensure their engagement in school and their general wellbeing. Students are very aware of the impact of this support on them and their families.

Staff use a variety of strategies to support students so that they can attend school regularly. Students spoken to by ERO reported personal improvement during their time at the school, including greater respect for themselves and others and self-management skills. They talked confidently about the plans they hold for their futures.

Teachers are increasingly working with individual students to plan for their learning and qualifications. They should now integrate literacy and numeracy skills within the wider curriculum and ensure that teaching is meeting the learning needs of all students.

The school has developed a variety of useful systems and frameworks for tracking and monitoring students' progress and achievement over time.Teachers use standardised tools to help assess students' achievement in reading and mathematics. Senior leaders and teachers analyse the information gathered from these tools to determine the learning levels of students. The information also helps the school to track the progress made by individual students. These effective systems provide a good foundation for leaders to show the value added to students’ learning.

Leaders and teachers are continuing to strengthen assessment practices to ensure the validity of their data. A board advisor with expertise in assessment processes in secondary schools works with the school. The school has suitable in-school moderation processes to ensure the validity of data.

The school is interested in developing additional measures to demonstrate student engagement, progress and achievement. This could help to more accurately show value added especially for those students who make significant social and emotional gains.

School leaders have developed a robust induction for new teachers aligned to the sponsors’ vision for the school. This induction process has been significant in managing the staffing changes faced by the co-principals and the board. The process helps teachers to become familiar with the school’s expectations of them to enact the school’s vision.

In order to sustain ongoing improvement, the next steps discussed with leaders were:

  • strengthening teacher capability to assess student achievement and to use the information to plan and deliver programmes that fulfil the sponsor’s vision for the school

  • continuing to evaluate the effectiveness of programmes and initiatives by including parent, teacher and student input

  • preparing the school for the intake of Year 9 and 10 students in 2018.

4 Statutory / Legal obligations

The school has attested that it has met all its legal and contractual obligations.

ERO verified the school’s evidence of student safety. ERO’s investigations confirmed that the school has taken all reasonable steps to keep students safe.

5 Conclusion

Pacific Advance Senior School is not yet meeting all of its obligations as outlined in the Agreement with the Crown. The School has met performance measures in relation to student engagement and attendance, but is not yet meeting its student achievement performance measures. The school has a strong focus on student wellbeing and on building attitudes and behaviours conducive to learning. The board, leaders and teachers continue to work collaboratively to improve educational outcomes for all students.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

24 November 2017

About the School

Location

Auckland

Ministry of Education profile number

714

School type

Secondary (Years 11 to 13)

School roll

84

Gender composition

Boys 69, Girls 26

Ethnic composition

Māori
Pākehā
Pacific

8
2
74

Review team on site

September 2017

Date of this report

24 November 2017

Most recent ERO report(s)

New School Assurance Review

April 2016