Whanganui City College

Findings

Trustees', the principal's and senior teachers’ professional leadership has been effective in strengthening the use of information about learners, to increase engagement and raise achievement. The school is better placed to sustain and improve its performance with a more coherent approach to strategic planning, school operation and managing change.

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

1 Background and Context

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

Whanganui City College caters for students in Years 9 to 13. At the time of this ERO review there were 321 students on the roll, including 67% identifying as Māori.

Since the September 2014 ERO report, teachers have been involved in a range of professional learning and development initiatives to increase the school’s capacity to raise levels of student engagement and achievement, in a culturally responsive environment. Strong links with local iwi and active participation in Te Kākahu (an iwi response to raising Maori achievement) are key factors in increasing partnerships with parents and whānau.

The school vision Te Wero – The Challenge, and values of mana, mana motuhake, ako, manaakitanga, pono, whakawhanaungatanga, mana tangata and mana whenua guide expectations for learning and relationships.

2 Review and Development

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

Priorities identified for review and development

The 2014 ERO report identified a number of key areas for ongoing development. These were for trustees and leaders to: 

• make better use of student achievement information to give priority to and plan for improvements in teaching and learning, particularly in Years 9 and 10
• improve the consistency of high quality teaching practice
• continue to review the curriculum to enable all students to achieve success
• strengthen leadership to consolidate positive practice and to bring about necessary change.  

Progress

The principal and wider senior management team’s professional leadership has been effective in strengthening shared understandings about working with student information, to increase engagement and raise achievement.

Senior student progress is actively monitored through the year to ensure the best possible outcomes for students in achieving National Certificates of Educational Achievement and other qualifications. Some positive achievement trends are evident. Senior students’ results are used to modify programmes and reflect on teaching practices.

Appropriate nationally referenced assessments are used to identify students’ learning needs, so that these can be addressed across the curriculum. Information about reading, writing and mathematics achievement in Years 9 and 10, together with senior school progress, has been collated and reported to the board at each monthly meeting. This enables opportunities for prompt intervention where progress is not being made.

Leaders promote and support increased levels of inquiry, sharing and reflection by teachers to improve their practice and outcomes for students. The appraisal process is continuing to develop in alignment with the college’s effective teacher profile, so that it is more robust and consistently supports teacher growth and development. This process includes annual use of evidence for all Practising Teacher Criteria. Teacher inquiries are being linked more explicitly to increasing student achievement outcomes. Continuing to develop expertise in observation, feedback and mentoring should support improved practices at all levels in the school.

Regular curriculum discussion and ongoing review is helping develop a responsive curriculum supporting place-based learning. This year, an integrated theme From the Mountains to the Sea is incorporated across English, social studies, science and mathematics learning at Year 9. Te ao Whanganui affirms students’ culture, language and identity respected and valued. Teachers and students report this approach is leading to increased levels of interest and engagement. Senior students have access to a range of academic and vocational pathways.

ERO observed a number of classes during visits. Students were focused on purposeful learning tasks. Interactions were respectful in a positive learning environment.

3 Sustainable performance and self review

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

As a result of recent development initiatives and programmes, the school is better placed to sustain and improve its performance. A more coherent approach to strategic planning, school operation and managing change is evident. Trustees and school leaders are focused on embedding and sustaining new school processes to raise achievement.

Leaders and trustees have sound information about learners to inform decision-making. This knowledge is well used to review the effectiveness of programmes and initiatives. They have a clear view of students’ learning, wellbeing and where to next.

Focused efforts on increasing whānau engagement are leading to a growing partnership between teachers, students, whānau and iwi that should support continued improvement in student outcomes.

Trustees and leaders recognise the importance of embedding key developments and initiatives in the use of assessment information, and teaching and learning, to ensure continuing improvement in student achievement.

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

Trustees', the principal's and senior teachers’ professional leadership has been effective in strengthening the use of information about learners, to increase engagement and raise achievement. The school is better placed to sustain and improve its performance with a more coherent approach to strategic planning, school operation and managing change.

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

Joyce Gebbie

Deputy Chief Review Officer Central

7 December 2016

About the School