St John's College (Hillcrest)

Findings

The special Catholic character of St John’s College is highly evident in all aspects of the college’s operations. Student achievement data from the previous three years shows that students continue to achieve very well in NCEA qualifications. Leaders and trustees have a focus on increasing the number of students achieving NCEA certificate endorsement at Merit and Excellence awards.

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?

St John’s College (Hillcrest) is a state integrated Year 9 to 13 secondary school for boys located in Hamilton city. The school’s Catholic character, based on the Marist charism, is integrated through all aspects of the life of the college. The associated, clearly articulated values contribute to a shared sense of purpose and direction for students, families and the wider school community.

The school’s roll of 780 includes 141 Māori students, 49 from Pacific heritage and a number from other cultures.

Since the previous ERO review the roll has increased slightly. The principal has implemented a strategic approach to employing new teaching staff, including Māori to strengthen teaching and learning for students. Two new deputy principals have been appointed and some new trustees were elected at the recent board elections. Teachers have participated in the Ministry of Education (MOE) initiative ‘Positive Behaviour for Learning’ (PB4L) which has contributed to consistent school-wide expectations for students and teachers.

The school is at the early stages of participating in a Community of Learning with other Catholic schools in the wider Hamilton area. This initiative should further support transition processes for students from Year 8 into the college.

2 Learning

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

School leaders have an appropriate and ongoing focus on strengthening the use of student achievement information to inform teaching and learning. Nationally referenced assessment tools are used for Years 9 and 10 to identify learners’ strengths and next steps. The Special Education Needs Coordinator (SENCO) continues to share and discuss individual learner results with teachers. Teachers need to use this information more effectively to plan responsive learning programmes. This is likely to support students to have greater understanding of their achievement and increase learner agency.

There are sound systems to track and monitor students’ progress in National Certificate of Educational Achievement (NCEA). This is further enhanced by recently strengthened student goal-setting processes.

The school’s 2015 and 2016 achievement information indicates that a significant number of Year 9 students enter the school at lower than nationally expected levels in reading, writing and numeracy. This information also shows that between 2014 and 2015 most Years 9 and 10 students, including Māori and Pasifika, made expected progress in these areas. Trustees and school leaders have identified school targets to accelerate the achievement of Years 9 and 10 students, particularly those at risk of underachievement.

Students continue to achieve very well in NCEA qualifications. Achievement information over the previous three years shows that approximately 90% of students achieved NCEA Level 2 or higher. These results exceed the MOE’s 2017 target of 85% of school leavers achieving NCEA Level 2 or equivalent qualifications. Māori students achieve at similar levels to their non-Māori peers at the school. The number of Pasifika students achieving NCEA Level 3 has improved over the past four years and in 2015 was similar to other groups in the school.

School leaders have an appropriate ongoing focus on increasing the number of students achieving NCEA merit and excellence endorsements. They recognise the importance of strengthening teaching practice, particularly at Years 9 and 10 to achieve this goal.

3 Curriculum

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

The areas of good performance identified in the 2013 ERO report about the school’s special character, learning support programmes, and comprehensive pastoral care systems continue to be highly evident.

The school is increasingly developing a curriculum that is future focused, and supports and promotes positive learning outcomes. Students have increased choices and vocational pathways. A high proportion of students progress to tertiary education. School leaders identify the potential of furthering vocational pathway awards.

There are many models of effective teaching practices that promote students’ engagement in their learning. These include:

• strategies that inform students of what they are learning, why they are learning this and what successful learning looks like
• the use of authentic contexts that respond to individual students’ strengths and interests
• trialling innovative student-led approaches including the use of digital technologies
• developing strong partnerships for learning with students, including teachers seeking and responding to student feedback about the effectiveness of teaching strategies.

School leaders have introduced a strategic approach to building teacher capability. This approach includes professional learning groups where teachers select areas of interest to inquire into the effectiveness of teaching practices. External expertise, and this structured approach is building teacher capability, particularly in teacher use of digital technologies for learning.

The school-wide approach to implementing PB4L contributes to a calm and settled environment for learning. This approach should be applied to documenting shared and agreed understandings for implementing the intent of the The New Zealand Curriculum, particularly for Years 9 and 10.

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

A collaborative group of Māori teachers and whānau have developed a comprehensive research-based strategic plan to guide the school in promoting further educational success for Māori, as Māori. This plan has recently been presented to the board in readiness for further consultation with the wider community. The implementation of this plan is likely to assist the school to meet its documented commitment to implementing Māori perspectives in the school’s curriculum.

Many initiatives in the school promote Māori success and achievement. Māori students are well represented in leadership roles, including within a whānau class that meets daily. Eight Māori teachers have formed a Māori Achievement Group to make effective use of evidence to inform decision making for improving outcomes for Māori students. There has been an increased focus on incorporating aspects of Tainuitanga within the curriculum. Students have opportunities to learn te reo Māori at all year levels.

Trustees are committed to continuing to have Māori representation on the board by filling the current vacancy.

4 Sustainable Performance

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

Trustees have a wide range of governance experience and provide clear stewardship for the school’s special character and strategic direction.

Leaders work collaboratively and strategically to create an environment that supports teaching and learning. They have established useful processes for teacher professional learning and sharing effective practice across the school. Leaders are increasingly using evidence-based practices to inform ongoing developments.

Parents appreciate strong and meaningful relationships with leaders and teachers. They are able to be well informed through a useful range of strategies including digital technologies. Parents’ views and aspirations are regularly sought through surveys and questionnaires, which are used to support ongoing decision making. School leaders and teachers continue to build strong student-centred learning partnerships with families and whānau, particularly for Years 9 and 10.

In order to accelerate the achievement of students in Years 9 and 10 and to continue to increase the numbers of students achieving NCEA merit and excellence endorsements, trustees and leaders need to further develop the strategic alignment of:

• charter and faculty targets focused on accelerating progress
• systems and processes to promote the consistency of teaching practices, through teacher professional development, robust appraisal and teaching as inquiry to increase learner agency.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of this ERO review there were 24 international students attending the school, including 0 exchange students.

The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

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

The special Catholic character of St John’s College is highly evident in all aspects of the college’s operations. Student achievement data from the previous three years shows that students continue to achieve very well in NCEA qualifications. Leaders and trustees have a focus on increasing the number of students achieving NCEA certificate endorsement at Merit and Excellence awards.

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

Lynda Pura-Watson

Deputy Chief Review Officer

28 October 2016

About the School

Location	Hamilton
Ministry of Education profile number	136
School type	Secondary (Years 9 to 13)
School roll	780
Number of international students	24
Gender composition	Boys 100%
Ethnic composition	Pākehā Māori South East Asian Other European Chinese Tongan Samoan Other Pacific Indian Other	58% 18% 5% 4% 2% 2% 2% 3% 2% 4%
Review team on site	August 2016
Date of this report	28 October 2016
Most recent ERO report(s)	Education Review Education Review Education Review	September 2013 November 2010 January 2008

1 Context

What are the important features of this school that have an impact on student learning?

St John’s College is a state integrated Catholic, secondary school for boys in Years 9 to 13 located in the Hamilton suburb of Hillcrest.

The roll has increased since the last ERO review in 2010 and is now 760. Sixteen percent of students are Māori and five percent are Pacific. Students are drawn from Hamilton and surrounding rural areas. In addition there are 31 international fee paying students.

The school’s Catholic character, based on the Marist Charism, continues to be central to the ethos of the school. This is strongly reflected in all aspects of the school community, including caring relationships amongst staff and students, the curriculum, environment, and in school protocols and ceremonies.

A new principal took up his position at the beginning of 2012. The board chairperson is also new in her role since the last ERO review and there are a number of new board members. A comprehensive review of the charter and strategic plan in 2012 included wide community consultation with parents and whānau. A new teacher appraisal system, designed to support teachers to reflect on their practice, is being introduced. Teachers are also involved in a professional development contract about student engagement aimed at promoting a culture of learning.

The school has responded positively to the areas for review and development identified in the last report. A positive partnership has been developed with Māori whānau, and the culture and identity of Māori students is affirmed in the school. The introduction of a new data management system has enabled more effective use of student achievement and other information.

2 Learning

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

The school is becoming increasingly effective in using achievement information to inform teaching and learning, and guide school development.

In Years 11 to 13, NCEA data is thoroughly analysed at faculty and whole-school level, and is used to inform decision making about curriculum development, and set strategic goals and targets. The new data management system is allowing more effective monitoring of student progress by both teachers and students.

During the last three years, levels of achievement in NCEA have consistently been at or above those of students in similar schools, especially at Levels 1 and 2. The school has identified the need to further raise levels of achievement at Level 3. The achievement of Māori and Pacific students in NCEA is comparable to that of other students in the school. Information relating to attendance, retention, and suspensions and stand downs, indicates that the school compares favourably with similar schools engagement and participation of students.

The special needs education coordinator (SENCO) provides high-quality oversight of the collation and analysis of achievement information for students on entry to the school and in Years 9 and 10. This information is used for class placement, to identify students requiring additional support, and monitor ongoing progress in literacy and mathematics. The school is able to demonstrate that students are making progress in these areas as they move through Years 9 and 10.

Teachers use a range of topic-based assessments to provide feedback to students about how well they are achieving in relation to national curriculum levels.

The SENCO also leads valuable professional learning and development for teachers in the use of data and implementation of strategies to raise achievement, especially in literacy. This professional development has supported an increasing number of teachers to use achievement information to better plan to meet the differentiated learning needs of students. Good examples of effective practice were observed. Teachers should now build on this good practice to develop greater consistency in this area across the school.

3 Curriculum

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

The school curriculum is responsive to the needs and interests of boys as well as the school’s Catholic character, and encourages participation in a wide range of learning experiences. Features of the curriculum include:

• a planned programme of religious education for all students
• a flexible approach to curriculum organisation that allow students to choose learning pathways appropriate to their needs
• an increasing range of practical and vocational options
• increasing use of information and communication technologies across the curriculum
• opportunities for students to participate in many spiritual, academic, cultural, sporting and education outside the classroom (EOTC) activities
• provision of many opportunities for students to develop leadership skills.

The school provides an extensive range of strategies to support students with identified learning needs at all year levels. This support includes teacher aides working alongside students in class and provision of specialised programmes.

Students receive appropriate advice and guidance in making decisions about careers and future pathways. The school is currently considering ways to enhance this support.

Teachers maintain positive and supportive classroom environments. In their unit plans, they include appropriate and meaningful contexts that engage and interest boys. ERO observed good use of a range of effective teaching strategies to support students’ learning. Teachers are increasingly using feedback from students to inform their teaching.

To further improve the quality of teaching and learning, teachers should give consideration to implementing a greater range of strategies to encourage students to be more actively involved in their own learning.

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

The school is effectively promoting educational success for Māori students. Commitment to improving engagement of Māori students is given priority in the school’s strategic plan. There is elected Māori representation on the board of trustees. A whānau group, which meets regularly, provides a forum for Māori parents to share their ideas and contribute to school decision making. Parents’ views are valued and respected.

A Māori dean oversees the pastoral care and wellbeing of Māori students, and maintains contact with whānau. Māori students are supported through a student whānau group and have opportunities to experience leadership in a range of contexts. A flexible approach to teaching te reo Māori ensures that students can access the language at all levels.

In the context of the school’s catholic character, there has been staff professional development in Māori spirituality. Aspects of tikanga Māori are reflected in school protocols and ceremonies and there has been a revival of the kapahaka group.

Overall, Māori students are achieving well and there are many examples of notable success by individual students.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

The board is well led and trustees bring a range of skills and experiences to their roles. They have a good understanding of their governance responsibilities and have undertaken appropriate training. There has been effective transition for new members to ensure a high level of continuity.

The new principal is successfully establishing himself as the professional leader of the school. He is highly visible in the school community and is focused on raising the profile of the school. He works collaboratively with and is well supported by members of the management team and other leaders across the school.

In keeping with the special character, a feature of the school continues to be a cohesive pastoral care network and a strong focus on students’ wellbeing that contributes to the welcoming, family atmosphere in the school. The school is well supported by parents, wider community networks and the Catholic diocese.

A wide range of self-review practices are contributing to school improvement. These practices could now be more clearly documented to provide an overall framework to guide ongoing self review.

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 31 international students attending the school.

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

Appropriate systems are in place for the self review of provision for international students.

The director of international students and home stay coordinator maintain regular contact with students to support their wellbeing and integration into the school. Students benefit from effective ESOL teaching and make good progress.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

18 November 2013

About the School

Location	Hamilton
Ministry of Education profile number	136
School type	Secondary (Years 9 to 13)
School roll	760
Number of international students	31
Gender composition	Boys 100%
Ethnic composition	NZ European/Pākehā Māori Other Pacific Other European South East Asian Chinese Indian	59% 16% 8% 5% 4% 4% 2% 2%
Review team on site	September 2013
Date of this report	18 November 2013
Most recent ERO report(s)	Education Review Education Review Education Review	November 2010 January 2008 February 2004