Sacred Heart Girls' College (Ham)

Education institution number:
139
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Girls School)
Definition:
Not Applicable
Total roll:
951
Telephone:
Address:

52 Clyde Street, Hamilton East, Hamilton

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Sacred Heart Girls' College (Ham)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and Sacred Heart Girls’ College (Ham) 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 

Sacred Heart Girls’ College (Ham) is an integrated Catholic school providing education for girls in Years 9 to 13. The school is located in Hamilton.

Sacred Heart Girls’ College (Ham) strategic priorities for improving outcomes for ākonga are:

  • to grow ākonga who are confident and connected to their faith, cultural identity and community
  • to prioritise future focused and enriched learning opportunities for ākonga, supported by well-resourced and capable kaiako
  • to strengthen the holistic culture of care to enhance ākonga wellbeing and achievement outcomes.

You can find a copy of the school’s strategic and annual plan on the Sacred Heart Girls’ College (Ham)’s website.

ERO and the school are working together to evaluate the extent to which Ako, the school-wide pastoral care strategy, meets the wellbeing and learning needs of all students, including Māori and Pacific ākonga.

The rationale for selecting this evaluation is:

  • to evaluate the effectiveness of the holistic approach to pastoral care on student achievement and valued wellbeing outcomes
  • to ensure the learning and wellbeing needs of all groups in the school community are being met
  • to support growing levels of student agency to manage their own wellbeing and achievement outcomes.

The school expects to see:

  • strong tuakana teina relationships between ākonga and kaiako across the age range
  • effective communication between ākonga, kaiako and whānau resulting in a stronger partnership focused on learning
  • ākonga who are confident agents of learning who can articulate their learning needs, understand the purpose of learning, and know how to seek support to be successful.

Strengths

The school can draw from the following strengths to support the evaluation focused on the extent to which Ako, the school-wide pastoral care strategy meets the wellbeing and learning needs of all students:

  • a sense of belonging and a strong culture of care in an inclusive learning environment to support ākonga
  • defined pastoral care roles and responsibilities that support ākonga wellbeing and achievement
  • systems and processes that support the school to respond to ākonga in order to improve practice.

Where to next?

Moving forward, the school will prioritise:

  • continuing to refine the new processes for sharing learning goals, progress, and achievement with whānau
  • continuing to grow and strengthen the capacity of ākonga and kaiako to facilitate conversations focused on learning and wellbeing to ensure positive outcomes
  • continuing to grow relationships and partnerships focused on learning to support all ākonga.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

6 October 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

Sacred Heart Girls' College (Ham)

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of November 2021, the Sacred Heart Girls’ College (Ham) 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 Sacred Heart Girls’ College (Ham) 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

6 October 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

Sacred Heart Girls' College (Ham)

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

Sacred Heart Girls’ College (Ham) has attested that it complies with all aspects of the Code and has completed the annual self-review of its implementation of the Code.

At the time of the review there were five international students attending the school.

Internal evaluation processes are ongoing throughout the year and well-informed by a range of stakeholder voice, including students, teachers, homestay hosts and parents. The school has refined their practices in response to this feedback.

Pastoral care provision takes many forms. Students spoke highly of the support received by the international department staff, from teachers and learning mentors.

The school offers a wide range of opportunities through the curriculum and each learner sets learning goals aligned to likely pathways. Opportunities to be involved in the school community and in experiences beyond school are extensive. Sport, culture, and education outside the classroom are options enjoyed by the students.

International students are included in school-wide strategic planning and provision is beginning to be considered more strategically at international director level. Wellbeing and academic progress are key priorities.

Progress and achievement of students are closely tracked and monitored. Reporting learning and pastoral outcomes can be extended to board level to further inform decision-making to support the needs of international students.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

6 October 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

Sacred Heart Girls' College (Ham) - 16/08/2016

Findings

Sacred Heart Girls’ College very effectively promotes students’ engagement in learning. Students demonstrate high levels of achievement in National Certificates of Educational Achievement. Junior school achievement is regularly monitored, particularly for students who are at risk of not achieving year-level expectations.  The special Catholic character positively permeates the school culture. 

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?

Sacred Heart Girls’ College is an integrated Catholic school situated in Hamilton East. The college provides secondary education for young women in Years 9 to 13 who come from Catholic, local, and international communities. It was established in 1884 by the Sisters of Our Lady of the Missions under the leadership of Euphasie Barbier. School values are consistent with the special Catholic character and are expressed as hope, faith and justice, aligned with head, heart and hands. These values strongly influence the college’s curriculum and positive culture for learning.

At the time of the previous ERO review, the leadership team had been recently restructured and a positive learning culture was being established. There was a need to improve assessment at Years 9 and 10, and to continue to develop meaningful partnerships with Māori. Since the 2013 ERO review, a new principal has been appointed, and there have been further changes to the senior leadership team.

Current professional learning and development aligns with the school’s strategic vision to facilitate young women to become better learners at school and in the wider world. There is a school-wide framework to support curious, confident, reflective learners who relate well to others. This is supported by a school-wide approach to positive behaviour management and restorative practices. The college is planning for significant property upgrades that will provide modern spaces for 21st century learning. School buildings and grounds continue to be well presented and maintained.

2 Learning

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

The school uses student achievement information very effectively to make positive changes to learners’ engagement, progress and achievement. Achievement results for National Certificates of Educational Achievement (NCEA), including for Māori and Pacific students, are well above national averages and above the Ministry of Education target, which is to have 85% of students leaving school having achieved NCEA Level 2. In recent years, there has been a significant increase in the number of students achieving endorsements of merit and excellence. The school has reliable data to show that many students make very good progress through Years 9 and 10. 

Teachers increasingly use robust assessment and academic goal setting to assist students in monitoring their own academic progress and achievement. There is now a need to ensure that these processes are well established in all classes.

Students who are at risk of underachieving in all year levels are a focus of the college’s annual plan. They are identified and regularly monitored by the principal and senior leaders. They are well supported by adapted class programmes, focused teaching, learning assistants and small class sizes to make accelerated progress through each year at the college. The board scrutinises student achievement information to consider progress and provide resources for these students. Teachers maintain high expectations for all students at their individual levels of achievement.

Parents receive regular information about student progress and achievement through interviews, written reports and informal discussions with teachers. The college’s next step is to continue to increase opportunities for parent partnerships in learning through the further development of digital technology.   

3 Curriculum

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

The school’s curriculum is very effective in promoting and supporting student learning. During this review, ERO observed examples of very high quality teaching practice. Many highly engaged students work in settled classes and benefit from very effective teaching practices, which include:

  • tailoring programmes and practices to the interests and needs of students
  • providing opportunities for collaborative, co-operative and interactive questioning
  • challenging students’ to think and take responsibility for their learning
  • increased use of digital technology to support teaching and learning
  • maintaining respectful and inclusive relationships with and between students.

Students also participate in a wide range of co-curricular opportunities and activities.

The school’s pastoral care network has been recently expanded to provide further opportunities for responsive and professional pastoral support for students’ wellbeing and academic success. Recent consultation indicates that there is a need to further support students in clarifying clear academic and vocational pathways from Year 9 to Year 13. 

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

A very significant number of Māori students achieve academic success and many take on leadership roles to support others in achieving success.  Senior students provide school-wide leadership instruction in waiata performance and Māori protocols. Māori students who are at risk of not achieving year-level expectations are individually monitored by staff who are newly appointed to specific roles, which are kaimanaaki, dean of transition and head of learning support. These teachers report regularly to senior leaders and the principal. Te reo Māori tuition is offered at all year levels.  Puawai, the school’s Māori meeting house, helps to provide a sense of belonging and a cultural base for Māori students. Māori protocols have become increasingly incorporated within the school context. The board has recently reviewed its Treaty of Waitangi policy, and the school has reviewed its Māori Achievement Strategy, which now requires further implementation.

This ERO review finds that there is an urgent need to develop more effective communication and consultation in order to build and sustain an effective partnership with the Māori community. In establishing this relationship the school should consider and clarify:

  • the roles of school leaders with responsibility for the wellbeing and academic achievement of Māori students
  • the place and value of whānau hui
  • the inclusion of Māori aspirations and perspectives in board decision making
  • implementation of the principles of Ka Hikitia – Accelerating Success 2013-2017, and Tātaiako Cultural Competencies for Teachers of Māori Learners. 

How effectively does the school promote educational success for Pacific students?

A very significant number of Pacific students achieve academic success and many take on leadership roles to support others in achieving success. Senior students provide school-wide leadership in supporting younger girls to achieve expected achievement levels. Pacific students who are at risk of not achieving year-level expectations are individually monitored by staff who have been newly appointed to specific roles, which are dean of transition and head of learning support. These teachers report regularly to senior leaders and the principal.  

This ERO review finds that there is an urgent need to develop more effective communication and consultation in order to build and sustain an effective partnership with the Pacific community. In establishing this relationship the school should consider and clarify:

  • the roles of school leaders with responsibility for the wellbeing and academic achievement of Pacific  students 
  • consultative development and implementation of fono meetings.
  • the inclusion of Pacific aspirations and perspectives in board decision making
  • implementation of the principles of Pasifika Education Plan 2013-2017 in all aspects of school practice.  

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. This is because:

  • the board continues to provide effective governance and strong support for the principal, senior leaders, staff and students
  • trustees scrutinise achievement information to guide resourcing decisions 
  • the board and senior leaders set clear strategic direction for accelerating the achievement of students who are at-risk of not achieving expectations for their year levels 
  • the principal demonstrates reflective and intentional professional leadership and is well supported by the senior leadership team
  • together the principal and senior leaders are establishing a collaborative approach to professional development and staff appraisal which is well aligned to the school’s vision, values and strategic direction
  • leaders of learning, formerly known as heads of faculties, are empowered to take subject-specific initiatives resulting in innovations that promote effective teaching and learning
  • a staff culture of professional learning and dialogue assists teachers to improve students’ learning, engagement and achievement 
  • comprehensive internal learning area reviews identify achievement trends and patterns and recommend changes to improve programmes and teaching practices 
  • the college’s well-established self-review processes include student voice and are being reviewed to improve efficiency. 

The board’s next step is to increase communication and consultation with staff, students and the school community in order to strengthen strategic direction setting and decision making. 

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

At the time of this ERO review there were 17 international students attending the school, including two exchange students.

The International Student department continues to be well-led by its new director following the resignation of its long-serving and effective director at the end of 2015. Students are well integrated into the school and its community. They participate in co-curricular activities and receive effective English language tuition designed to cater for individual learning needs. Students continue to benefit from comprehensive pastoral care and support. 

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

Sacred Heart Girls’ College very effectively promotes students’ engagement in learning. Students demonstrate high levels of achievement in National Certificates of Educational Achievement. Junior school achievement is regularly monitored, particularly for students who are at risk of not achieving year-level expectations.  The special Catholic character positively permeates the school culture. 

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

Lynda Pura-Watson
Deputy Chief Review Officer

16 August 2016

About the School 

Location

Hamilton East

Ministry of Education profile number

139

School type

Secondary (Years 9 to 13)

School roll

913

Number of international students

17

Gender composition

Girls 100%

Ethnic composition

Pākehā
Māori
South East Asian
Pacific
Other European
Indian
Chinese
Other Asian
Other

58%
15%
  8%
  5%
  4%
  3%
  3%
  3%
  1%

Review team on site

May 2016

Date of this report

16 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2013
September 2010
December 2007