Wairarapa College

Education institution number:
241
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
1039
Telephone:
Address:

83 Pownall Street, Masterton

View on map

Wairarapa College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within four months of the Education Review Office and Wairarapa College 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 

Wairarapa College is a Years 9 to 13 state, co-educational secondary school, located in Masterton. Adjacent to the school is a hostel, Poto-College House, housing domestic and international students, who attend Wairarapa College. Since 2020, this hostel has been operated independently of the school by the Poto-College House Trust. A new principal was appointed at the start of 2021.

Wairarapa College’s strategic priorities for improving outcomes for learners are focused on:

  • Wellbeing - students’ experience of school enhances their hauora (emotional, social, physical and spiritual wellbeing)

  • Teaching and Learning - students are equipped to respond positively to the changing world around them, now and for the future

  • Communication and Pathways - students belong to a connected wider school where every individual is informed and supported.

You can find a copy of the school’s strategic plan on Wairarapa College’s website.

ERO and the school are working together to evaluate how recent changes to the curriculum increases student achievement, engagement and wellbeing.

The rationale for selecting this evaluation is:

  • the newly embedded junior curriculum requires evaluation of student information in relation to equity and excellence

  • the opportunity to further localise curriculum informed by the New Zealand Curriculum refresh, including the New Zealand Aotearoa History Curriculum

  • to align the school’s priorities with the strategic priorities of Whakaoriori Kāhui Ako.

The school expects to be able to monitor and evaluate how well the new curriculum impacts positively on engagement and achievement across the junior school. 

Strengths

The school can draw from the following strengths to support the school in its goal:

  • direct oversight of student outcomes made possible by a recent reshaping of School Leadership Team’s roles linked directly to the development of strategic goals for teaching and learning

  • planning and implementation already underway with the Kāhui Ako to implement a localised curriculum, responsive to the aspirations of students, parents and whānau  

  • a student support team that has strengthened practices for prioritising wellbeing, through restorative practice and Positive Behaviour 4 Learning. 

Where to next?

Moving forward, the school will prioritise:

  • embedding student-centred evaluation practices to monitor the impact of changes to the junior curriculum 

  • identifying groups of learners to track and monitor the impact of curriculum changes to accelerating progress and achievement 

  • use assessment and moderation to monitor student progress and implement next steps to improve student outcomes.  

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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

21 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

This school has an onsite farm, an Alternative Education programme called Whare Whakaruruhau and Supported Learning Centre Whare Āwhina for students with intellectual disabilities.

Wairarapa College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of June 2022, the Wairarapa College Board of Trustees 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

Further Information

For further information please contact Wairarapa College Board of Trustees.

The next Board of Trustees 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

21 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

The school includes an Alternative Education space, Whare Whakaruruhau.

Wairarapa College

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

The school is a signatory 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.  The 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 was one international student attending the school, and 0 exchange students.

The school is effective in providing pastoral care for students. The school maintains communications between teachers, including the teacher in charge of international students, homestay and the privately owned hostel. This communication includes plans for assisting learning, and responding effectively, to learner needs. The school provides timely and accessible resources to learners to support them to develop the necessary skills to enable them to participate fully in decision-making processes relating to academic courses.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

21 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

Wairarapa College - 23/08/2019

Findings

The school has made good progress in responding to the areas identified in the previous ERO report. More students are gaining academic success. Curriculum development is underway. Professional learning is assisting teachers to have a more student-centred approach. Inquiry and evaluation processes continue to be strengthened to promote further improvement.

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Wairarapa College’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Wairarapa College is a Years 9 to 13 secondary school located in Masterton. At the time of this ERO review the roll was 1084, with 25% of students identifying as Māori and 4% of Pacific heritage. Local iwi are Ngāti Kahungunu ki Wairarapa and Rangitāne o Wairarapa.

The vision and valued outcomes as defined by the school is for it to be: ‘A thriving, student centred, future focused learning environment – Te puāwaitanga o te manu e kai ana i te mātauranga.’ LEAD values promote the outcomes and are stated as: ‘Learn with Purpose; Engage with Pride; Act with Respect; Dare to Succeed’.

In the 2019 annual plan the board goals to promote student learning are: development of a more modern curriculum; promoting Māori success as Māori; and providing meaningful pathways through and beyond school for all students. A range of actions support these priorities for improving student outcomes.

At the time of the June 2017 ERO report a Ministry of Education (MoE) appointed Commissioner had replaced the board of trustees. Since April 2018, an elected board has been in place. Two iwi representatives have also been appointed to the board. A Limited Statutory Manager (LSM) is supporting trustees to build understanding of their role, particularly in financial and employment areas. All trustees have continued in their role after the recent elections.

Senior leadership personnel have remained the same since the previous ERO review. Roles have been restructured to enable an increased focus on learning and teaching priorities. The principal continues to drive improvement. A professional learning programme supports teachers and leaders to extend student-centred practices.

A declining number of boarders and significant property issues have provided challenge to the financial sustainability of the hostel, Pōto-College House. The board of trustees has recently decided to close the hostel at the end of 2019.

The school is part of the newly formed Whakaoriori Kāhui Ako. It is a community-wide initiative involving schools and early childhood centres in the area.

Since the previous ERO report in 2017, the school has worked alongside ERO to respond to the areas for improvement that were identified. The focus has been on establishing an effective board and ensuring teaching is more responsive to the learning and wellbeing needs of students and that these are sustainable. At the time of this ERO review governance, management and school practices are focused on ensuring processes more effectively support positive outcomes for all students.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The areas identified in the previous ERO report as requiring improvement included:

  • establishing a board of trustees

  • improving achievement overall and reducing ethnicity and gender disparities in outcomes

  • greater learning partnerships with parents and whānau

  • a curriculum more responsive to learners, particularly for Māori and boys

  • promoting Māori language, culture and identity more effectively

  • building curriculum leadership capability

  • ensuring the appraisal process more effectively supports teacher and leader improvement

  • better financial reporting and establishing a more sustainable financial position

  • development of hostel property, facilities and documented procedures.

Progress

The school has made good progress in responding to the areas identified in the previous ERO report. More students are gaining academic success. Curriculum development is underway. Inquiry and evaluation processes continue to be strengthened to promote further improvement.

National Certificate of Educational Achievement (NCEA) at all levels have improved since the previous review. Achievement at all three levels is now above national comparisons. There is a greater focus on ensuring leavers are able to move to worthwhile pathways beyond school.

Māori and male NCEA outcomes has improved, significantly at Levels 1 and 2. The reduction in disparity between ethnic and gender groups reflects the increased focus on equity of outcomes. There has been improvement in NCEA merit endorsements at Levels 1 and 3. Improving the number of endorsements gained is a continuing priority.

School data indicates most students in Years 9 and 10 are at or above curriculum expectation for their year level. Standardised literacy and mathematics assessments show cohort progress over a year. Senior leaders have identified the need for an increased focus on accelerating progress for those students in the junior school whose achievement is below expectation.

A greater focus on targeting students at risk of unsuccessful outcomes has been a key factor in improving achievement. Action plans are established for priority students at each year level. Regular monitoring, more effective mentoring, closer links with parents and specific teacher strategies support increased success for some students.

Trustees effectively carry out their roles and responsibilities. They are well informed through reports received from the LSM, principal and curriculum leaders. Trustees:

  • scrutinise the effectiveness of the school in achieving valued student outcomes

  • review how effectively they are carrying out the stewardship role

  • are building their capacity to meet statutory responsibilities.

The revised charter goals provide a clear direction for the college to promote a ‘thriving, student centred, future-focused curriculum’ to support student success. Department and teacher goals align with school priorities. Principal reporting to the board includes progress with annual goals. Financial systems have improved. Previous property and resourcing issues are being addressed. A revised governance and policy framework continues to be developed.

Greater home-school partnership supports student learning. A revised reporting process assists timely sharing of achievement and progress information. Ako Whānau meetings provide the opportunity for learning centred conversations associated with the Kaiarahi Akoranga (AKO) mentoring initiative. Te Roopu Mātua o Te Kareti o Wairarapa enables sharing of issues relevant to whānau and direct involvement in promoting kaupapa Māori and success for Māori students.

Developing a ‘thriving, student centred, future-focused learning environment’ is requiring a shift in some teaching practices and broadening of the curriculum. Professional learning is focused on teaching being more student centred. It includes extending culturally responsive and relational practices, promoting greater student agency and increasing digital learning fluency. Access to relevant expertise builds capability for teaching improvement. There is a greater readiness among teachers to look for opportunities for students to lead their own learning.

Progress has been made in extending the learning choices available to students to better support successful outcomes. The Whātonga group class supports Māori success as Māori based on manaakitanga and whanaungatanga. Digital learning, Waicol on Stage, Year 11 Pathways to Work and Sports Academy classes are examples of recent initiatives responding to the specific needs and interests of particular groups. Development of a more locally based curriculum has begun. The school has identified increased access to digital technology and increased student agency as key elements supporting a more student-centred and future focused curriculum.

Comprehensive collection of student voice in relation to engagement in learning, teaching responsiveness and support for wellbeing provides a useful measure of the effectiveness of teaching practices and impact on learning of improvement initiatives. Some feedback is not showing the desired progress in improving learning for some students. Strategies have been developed to further respond to the areas needing improvement. Trustees, leaders and teachers should continue to use student feedback to monitor how effectively teaching is contributing to the valued outcomes reflected in the vision.

The principal and senior leadership team successfully develop and promote the school’s vision for improved outcomes for students and effectively contribute to change. Leadership capability and accountability across the school to support improvement is being built.

The revised appraisal process aligns to board achievement priorities and complies with Teaching Council expectations. School leaders have identified the need for further capability building to promote consistency and quality of practice within the various components of the process. Developing quality indicators linked to best practice, future-focused teaching and current professional learning, should assist more robust appraisal discussion and support teacher improvement.

3 Sustainable performance and self review

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

Trustees and leaders are focused on carrying out their respective roles effectively and committed to improvement.

The school has:

  • strengthened its capacity to reflect, plan and act using evidence that includes student achievement information
  • continued to build a sustainable cycle of planning, improvement and self review

  • developed processes and practices that have built the capability to sustain and continue to improve student achievement

  • increased its capacity to manage change and improvement.

To further support school improvement:

  • teachers should embed culturally responsive practices that enable positive outcomes for a diverse range of students

  • leaders should continue to build collective capacity for effective evaluation and inquiry to assist consideration of the impact of practices and what is needed to continue to support student success.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

In order to improve current practice the board of trustees should ensure clear procedures are in place for:

  • responding to non-custodial parents

  • carrying out police vetting

  • anti-bullying that include documenting current practices and ensuring a whole school approach.

4 Other Matters

Provision for students in the school hostel

Pōto-College House is situated within the school campus and currently caters for 63 students, 6% of the school roll. The hostel has capacity for over 100 students. Most students are weekly boarders, with some fulltime. Nearly all are drawn from the wider Wairarapa region.

The Hostel is owned by the Wairarapa College Board of Trustees. The principal and the hostel director are responsible for the day-to-day operation. The operation of the hostel reflects the philosophy of the school, and upholds its traditions and values. Pōto-College House was re-licensed by the Ministry of Education in 2018.

Positive relationships and systems promote an environment that supports students' care and wellbeing. Hostel practices effectively foster pastoral care and complement school processes. Support for students is being provided and regularly monitored following the announcement of the imminent closure of the hostel.

Good provision is made for students to study individually and be supervised, and there is an appropriate focus on academic progress and achievement. Hostel leaders have strengthened connections with the college that promote student learning.

Routines and expectations are well understood. Students participate in a range of school and externally based activities and sports. Meaningful opportunities are provided for students to assume leadership roles and take responsibility. Feedback from boarders about hostel systems and relationships is sought and responded to.

Conclusion

The school has made good progress in responding to the areas identified in the previous ERO report. More students are gaining academic success. Curriculum development is underway. Professional learning is assisting teachers to have a more student-centred approach. Inquiry and evaluation processes continue to be strengthened to promote further improvement.

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Wairarapa College’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Phil Cowie

Director Review and Improvement Services

Central Region

23 August 2019

About the School

Location

Masterton

Ministry of Education profile number

241

School type

Secondary (Years 9 to 13)

School roll

1084

Number of international students

10

Gender composition

Male 52%, Female 48%

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Asian
Other ethnic groups

25%
66%
4%
3%
2%

Special features

Supported Learning Centre Alternative Education Pathways class School farm Hostel - Pōto-College House

Review team on site

June 2019

Date of this report

23 August 2019

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2017
January 2014
November 2010