Te Ara Huarau | School Profile Report
Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa 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?
Reporoa College is a rural co-educational secondary school located between Rotorua and Taupō. The college caters for students in Years 7 to 13. The current roll of 217 students includes 55% who identify as Māori.
The college has been involved in an ongoing review process with the Education Review Office over the past two years. The process is designed to support school progress and development.
Since the October 2018 ERO review a new principal has been appointed to the school. The board chair has retained his role and several new members have been elected. In the past two years there have been many staff changes. The school roll has increased over this time.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
- informed leadership for learning
- effective teaching practice to raise achievement, including planning for acceleration
- management and use of achievement information
- internal evaluation processes and practices.
Progress
School leaders have accessed appropriate external professional support to build teacher capability with a focus on positive outcomes for learners. Suitable professional advice and mentoring is supporting the leaders to grow effective teaching and learning in the school. Professional development plans focused on teaching and learning, culturally responsive practice and restorative practices are in place for 2021.
A useful system is in place to collect, collate and store achievement information for all students. Achievement data is beginning to be scrutinised by teachers, leaders and trustees. Teachers have identified students whose learning needs acceleration. A system for tracking and monitoring student progress has been established. Interventions and strategies to raise achievement have been identified. Teachers now need to consistently use assessment information to plan differentiated learning opportunities using these strategies.
The school is beginning to establish internal evaluation processes. The charter and strategic plan have been reviewed in consultation with the community. A policy review process has been established. There is regular review of achievement information at faculty level.
Key next steps
The key next steps for school leaders is to continue to build teacher capability for enhanced student outcomes by:
- developing agreed expectations to ensure consistent and effective teaching and learning
- growing culturally responsive teaching practice
- consistently implementing positive behaviour strategies.
There is a need to strengthen internal evaluation capacity and processes to determine the effectiveness of programmes and initiatives on student outcomes, particularly in terms of achievement and attendance.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The board, leaders and teachers are developing the ability to sustain, improve and review school performance. They have made some progress towards addressing the areas for development identified in the previous Education Review Office report. The capacity of leaders is growing with the support of external providers. Middle leaders’ roles and responsibilities have been clarified. Teachers have identified at-risk learners and strategies to raise achievement are beginning to be implemented. Progress has been made towards establishing systems for the collation and analysis of achievement information. These systems now need refining and embedding. Building capability in understanding the purpose of internal evaluation and the systems and processes required is an area for development.
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 meet its legal requirements when appointing staff the board must:
- fully implement a robust appointment process.
[Section 77A State Sector Act; Good practice; MoE Guidelines]
4 Recommendation
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Ministry of Education continues to provide support for the board in order to bring about the following improvements in:
- consistent and effective teaching and learning practice school-wide
- culturally responsive practices
- internal evaluation.
Conclusion
Leaders have developed and are now embedding the consistent use of systems and processes to support positive learning outcomes. Growing teacher capacity to accelerate learning, particularly for those at-risk with their learning, has begun but remains a priority. A more formal approach to evaluating what is working well and where improvements are needed is required.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Reporoa College’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 February 2021
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.