St Joseph's Maori Girls' College

Summary

St Joseph’s Māori Girls’ College is a state integrated secondary school that has a roll of 209 young Māori women. Students generally transition to the college from Year 7 through to Year 9 from primary schools throughout New Zealand. The attached boarding facility is an integral part of the school.

The college places an emphasis on holistic education, underpinned by Māori and Catholic spiritual and cultural values.

There is a stable and long standing leadership team. Experienced and newly elected members make up the board of trustees.

How well is the school achieving equitable outcomes for all students?

Well-considered and purposeful systems and processes contribute to a positive achievement trajectory for students at the college.

Although most girls in Years 7 and 8 achieve at or above in relation to National Standards in reading, writing and mathematics, school data shows that many entering the school are achieving levels below national expectations. Comparative assessment information from Years 7 to Year 11 shows many progress well, with accelerated levels of achievement evident.

Students’ achievement in the National Certificates of Educational Achievement (NCEAs) Levels 1, 2 and 3, generally exceeds national levels. Nearly all students leave the college having gained NCEA Levels 2 and 3.

Positive outcomes for students are nurtured through strong relationships underpinned by the values of manaakitanga and whanaungatanga.Student needs are well known. An holistic approach to the college’s curriculum supports students to become confident and connected learners who can participate in te ao Māori, te ao Katorika and te ao Pākehā.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices. Agreed next steps are to: develop a clear process for systematic, planned internal evaluation; have a shared understanding of effective appraisal processes; and review the curriculum to ensure it provides meaningful and relevant pathways for students.

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

Equity and excellence

How effectively does this school respond to students whose learning and achievement need acceleration?

St Joseph’s Māori Girls’ College thoughtfully implements a range of strategies and interventions to respond to students whose learning and achievement need acceleration.

Most girls in Years 7 and 8 achieve at or above in relation to the National Standards in reading and writing, with about two-thirds in mathematics.

To strengthen the reliability and accuracy of teachers’ overall judgements about Years 7 and 8 students’ achievement in relation to the National Standards, moderation with other schools should be considered.

Some learners in Years 9 to 10 require accelerated achievement to meet curriculum expectations. Comparative assessment information from Years 9 to 11 shows many of these students have improved achievement.

Achievement data in 2016, showed nearly all students achieved NCEA Levels 1, 2 and 3, and University Entrance. Achievement at the college consistently exceeds national rates. Students achieve significantly higher merit endorsements in NCEA Levels 1, 2 and 3, and higher excellence endorsements in Level 1 and 3, than nationally. Nearly all students are leave the school having gained NCEA Levels 2 and 3.

College staff use a range of well-considered practices, and access appropriate external agencies, to support students with additional learning needs. Teachers purposefully use achievement and pastoral information to provide responsive, targeted support.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Learners whose achievement requires acceleration are appropriately identified in annual targets and through purposeful assessment. The college has a strategic focus on improving outcomes for students through strong relationships underpinned by the values of manaakitanga and whanaungatanga. Learning and engagement are further supported through kanohi ki te kanohi mentoring and coaching.

Students learn in a positive, respectful and supportive learning environment. Their taha Māori and taha wairua are nurtured through the holistic educational practices provided through the college’s curriculum and hostel care. This supports students to become confident and connected learners who can participate in te ao Māori, te ao Katorika and te ao Pākehā.

The college’s curriculum provides an academic pathway that supports students to access and transition into tertiary education and further study. Te reo Māori and religious education are compulsory throughout the college, reflecting its values. Students participate in a range of co-curricular activities that enhance their learning.

Students’ transitions into, through and beyond college are well considered and responsive to the individual needs of students and aspirations of their whānau. Communications focused on learning and pastoral care are regularly shared with whānau, particularly for boarders.

Leaders have well-defined roles and responsibilities. They ensure an orderly and supportive environment that is conducive to student learning and wellbeing. Trustees are well informed and actively support the college’s vision, values, goals and targets for equity and excellence.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The college and ERO agree that the following are key areas to strengthen, to further promote the achievement of equity and excellence for all students. These include the need to:

develop a clear process for systematic, planned internal evaluation for departments at all levels of the school. This should include strengthening the use of achievement information to determine the impact of practices and interventions to improve outcomes for identified students

develop a shared understanding of effective appraisal that aligns with current best practice. The quality of implementation needs to be closely monitored to ensure it becomes embedded practice. Particular attention should be given to developing the evaluative capacity of teachers to understand the impact of their teaching on achievement through teaching as inquiry

review the curriculum to ensure it provides meaningful and relevant pathways to cater for the increasingly diverse needs of students.

Board assurance on legal requirements

Before the review, the board 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 the following:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• finance

• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

ERO identified non-compliance in relation to:

• the principal’s appraisal

• employment of teaching staff who do not have authorisation to teach.

Actions required

In order to address this the board must ensure that:

• the principal is annually assessed against all the professional standards for principals

• any person in a teaching position has a current practising certificate. [Secondary Principals’ Collective Agreement; section 349(2) Education Act 1989]

Since the onsite phase of ERO’s evaluation, the board is taking steps to address these matters.

Provision for students in the school hostel

The hostel is part of the main school buildings and significant to the college. It accommodates up to 150 girls drawn from across New Zealand. In Years 7 and 8, girls are generally weekly boarders. Years 9 to 13 students live full time at the hostel.

The St Joseph’s Māori Girls’ College Trust Board acts as proprietors on behalf of the owners, the Sisters of Our Lady of the Missions. The Hostel Management Board, is responsible for hostel organisation. The acting hostel manager has attested that all the requirements of the hostel regulations are met.

The experienced hostel staff provide a nurturing environment that successfully promotes student wellbeing and upholds the values and special character of the college. Students enjoy the family-like environment where routines and expectations are well understood. Students have opportunities to participate in a range of activities and sports.

Good provision is made for girls to study. Hostel practices effectively complement and support learning within the college.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• develop a clear process for systematic, planned internal evaluation for departments at all levels of the school

• develop a shared understanding ofeffective appraisal processes thataligns with current best practice 

• review the curriculum to ensure it provides meaningful and relevant pathways to cater for the increasingly diverse needs of the students.

ERO will provide an internal evaluation workshop in response to a request by the school.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

3 November 2017

About the school