Waihi College

Waihi College

 

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Waihi 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 

Waihi College, a rural co-educational school for Years 7 to 13, is located in the town of Waihi. Its core values are manaakitanga, katiakitanga, whanaungatanga and kotahitanga.

Waihi College’s strategic priorities for improving outcomes for learners are:

  • Katiakitanga; protecting and preserving our taonga tuku iho (things that are important to them). Meeting every student’s physical, cultural, and educational needs.

  • Manaakitanga; resilience, respect, humility, kindness, honesty, and generosity.

  • Whanaungatanga; knowing who they we are and what our relationships are to each other

  • Kotahitanga; doings things together for the benefit of all.

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

ERO and the school are working together to evaluate the extent to which annual goals are realised and impact on learner outcomes. ERO’s Effective School Evaluation Framework will be used as reference for improvement.

The rationale for selecting this evaluation is:

  • school leaders recognise that there needs to be a more coherent approach to evaluating the impact of initiatives, goals and targets in place

  • using the Effective School Evaluation Framework allows for a much clearer process to identify learner outcomes, set priorities, and develop a process to undertake ongoing evaluation of progress.

The school expects to see:

  • a more aligned approach to school review and improvement

  • greater parity in achievement for all learners

  • teachers working alongside students to develop a clear understanding of their pathways through the school and into further education, training, or employment.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the impact of their actions to improve outcomes for students:

  • designing and implementing specific programmes to meet the needs of students to engage and be successful, through specialised courses, in their individual pathways

  • staff - student relationships that personalise learning; teachers respond to the needs of learners

  • supported transition programs through the Te Ara Hou programme.

Where to next?

Moving forward, the school will prioritise:

  • building on teachers’ capability to deliver a localised curriculum

  • further refining the range of diverse programmes to best meet the needs of students

  • embedding the goals and aspirations of the recently reviewed charter to drive coherent, forward thinking, planning and actions for improved 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.

Shelley Booysen
Director of Schools

7 August 2023 

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

Waihi College

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of April 2023, the Waihi College, 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

Further Information

For further information please contact Waihi College, 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.

Shelley Booysen
Director of Schools

7 August 2023

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

Waihi 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 International Students) Code of Practice 2016 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.

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

Waihi College has recently reviewed all policies and procedures relating to International Students and made improvements where needed. A new International Student Director and Homestay Coordinator are refining systems and processes.

Shelley Booysen
Director of Schools

7 August 2023 

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

Waihi College - 10/08/2017

Findings

Waihi College has well established links to the local community. Students are confident, have a strong sense of belonging and enjoy learning in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

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?

Waihi College is a co-educational Year 7 to 13 secondary school located in the historic gold mining town of Waihi. The current roll of 697 includes 243 Māori students and 24 international students. The school appreciates and places high value on the ongoing support of tangata whenua and the local marae.

The experienced principal has restructured the leadership team. He has introduced a distributive approach to leadership. Teachers have engaged in a range of professional learning and development opportunities, which has included a college-wide approach to positive behaviour for learning (PB4L) and te reo and tikanga Māori.

Experienced trustees are committed to developing student strengths and interests within the school. They have co-opted a Māori whānau trustee and work together to fulfil their stewardship responsibilities. Many parents and whānau have inter-generational links with the college. They make a positive contribution to college events and activities.

The college has made some progress in relation to the areas identified for improvement in the 2014 ERO report. These relate to teaching practice, assessment and self review. The achievement information for Years 9 and 10 continues to be an area for further development.

The principal leads the Waihi Community of Learning (CoL)|Kāhui Ako. The Kāhui Ako is still at the establishment stage of its development.

2 Learning

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

The college is using achievement information well to effect positive changes for learners in Years 11 and 12. However, there is a significant proportion of learners whose progress and achievement is not well monitored, assessed and reported. This is particularly evident in Years 9 and 10.

Leaders are developing a coherent approach to raising the achievement of a significant proportion of students at Years 7 to 10 who achieve below expected curriculum levels. To address the low levels of achievement for these students, there is a need to:

  • improve the overall management and use of achievement information across all year levels
  • ensure charter targets are specific and measureable and clearly focused on students whose learning is at risk
  • include college charter targets in departmental reports to the board, and evaluate the impact of initiatives and teaching practice in relation to student progress against these targets
  • review assessment practices at Years 7 to 10 and report specifically on the progress and achievement of all students
  • strengthen processes that support teachers to inquire into and evaluate the effectiveness of their practice in relation to students at risk of not achieving equitable outcomes
  • undertake internal evaluation to measure the effectiveness of planned initiatives and strategies for accelerating the progress and achievement of at risk learners.

Entry data for each Year 7 cohort is gathered and collated in reading, writing and mathematics. This data indicates that a significant proportion of these students are achieving below National Standards at the time of entry. Senior leaders acknowledge the need to more effectively use assessment data about students' progress and achievement as they transition at Year 7.

In 2016 the proportion of Year 7 and 8 students achieving at and above National Standards was approximately two thirds in reading and writing, and slightly over half in mathematics. Māori students are not achieving at levels comparable to other students in the school and Māori boys are over represented in this group of students whose learning is at risk. Leaders recognise the need to accelerate the progress of Māori boys and all others who are at risk of not achieving.

The college is using a range of assessment information and the Progress and Consistency Tool (PaCT), to strengthen the dependability and consistency of overall teacher judgements in relation to National Standards in writing and mathematics. The college now needs to undertake internal moderation in reading, and engage in external moderation with its contributing schools for reading, writing and mathematics.

National Certificate of Education Achievement (NCEA) data for Level 1 and 2 shows that over recent years there has been a positive trajectory in the progress of students. 2016 achievement data shows that both Māori and other students achieved at levels comparable to the college target of 85%. The proportion of Māori students achieving at NCEA Level 3 is lower than other students. Raising the achievement of Māori students and particularly Māori boys and, increasing the number of merit and excellence endorsements in NCEA is a key focus for the college.

3 Curriculum

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

The college has given priority to designing a broad curriculum that responds to students’ diverse interests and needs. Responsive learning opportunities include:

  • a range of traditional academic subjects supported by distance education
  • meaningful vocational pathways that reflect local context
  • cultural, sporting and leadership opportunities
  • a connected curriculum that enables each students to map their own learning pathway
  • the introduction of modern learning and teaching environments for Years 7 and 8
  • programmes to support at risk learners and students with high needs.

The college has well-developed pastoral care processes and practices. Students have access to multi-level support, including deans, counsellors, careers advice and a visiting doctor. There is a focus on meeting the social, emotional and life skill needs of students through a range of purposeful programmes and initiatives. The college attributes reduced stand downs and suspensions, and increased attendance and retention rates over recent years to strong pastoral care systems that promote student learning, wellbeing and belonging.

Teachers consistently share the purpose for learning with students. They have established positive and supportive learning relationships. Overall, ERO observed purposeful teaching practices and good levels of student motivation and engagement in learning. There is a clear expectation that teachers:

  • differentiate learning for individuals and groups of students
  • consistently implement culturally responsive practices
  • implement strategies that support students to manage their learning
  • integrate literacy across all curriculum areas.

Developing consistency in the implementation of these expectations is an ongoing priority for senior leaders.

Leaders have established a comprehensive system for teacher appraisal. It is now important to build teacher capability to ensure there is a clear alignment of teachers’ appraisals and achievement targets. Leaders need to ensure that:

  • appraisal goals are focused on accelerating the progress and achievement of at risk students
  • teachers reflect on their practice in relation to target students who are at risk of not achieving.

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

The following aspects effectively contribute to Māori students' success:

  • Compulsory te reo and tikanga Māori for all students in Years 7 to 9.
  • The integration of te ao Māori across the Year 7 and 8 curriculum.
  • The provision of professional learning and development in te reo and tikanga Māori for all staff.
  • The co-option of a Māori representative to the board of trustees.
  • Increasing the prominence and recognition of tangata whenua, Māori language and culture in the curriculum.

Whare Maia provides a sense of belonging and identity for Māori students and staff. It is a focal point for pōwhiri, kapa haka and observing Hauraki iwi protocols.

The college has identified that it is important to continue to build te reo and tikanga Māori throughout the school. Senior leaders also acknowledge the need to reduce the disparity in achievement between Māori students and their peers. 

4 Sustainable Performance

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

The college is well placed to sustain and improve its performance. Key areas for further development are to:

  • review initiatives and interventions in relation to student progress and achievement
  • manage the use of progress and achievement information at Years 7 to 10
  • refine charter targets to clearly focus on students most at risk of not achieving
  • build teacher capability to inquire into and evaluate the effectiveness of their practice in relation to accelerating the progress and achievement of students at risk of not achieving equitable outcomes.

ERO recommends that the college develops an action plan focused on areas for improvement identified in this report.

Provision for international students

The college is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act1989. The college has attested that it complies with all aspects of the Code.

At the time of this review there were 24 international students attending the college. The college has implemented high-quality pastoral care, appropriate quality education opportunities and ensures students are involved and well integrated into the college community. The college has good systems to monitor code compliance.

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. 

Two areas of non-compliance were identified during this ERO review. These are:

  • Consultation every two years in relation to the sexuality component of the health curriculum.
    [Section 60B Education Act 1989]
  • National Standards: Report to parents in plain language in writing at least twice a year.
    [NAG2A (a)]

Conclusion

Waihi College has well established links to the local community. Students are confident, have a strong sense of belonging and enjoy learning in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

10 August 2017

About the School 

Location

Waihi

Ministry of Education profile number

114

School type

Secondary (Years 7 to 13)

School roll

697

Number of international students

24

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori
Pākehā
Pacific
Asian
Other

35%
58%
3%
3%
1%

Special Features

Special Needs Classroom

Review team on site

June 2017

Date of this report

10 August 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

October 2014
November 2011
October 2008