Rongotai College

School Context

Rongotai College is a secondary school for boys in years 9 to 15. It is located in the Wellington suburb of Rongotai. The steadily increasing roll is now just over 700 boys, with 20% Māori, 16% Pacific and 41% New Zealand European. Students are drawn from the local area and a wide range of contributing schools across the greater Wellington region.

On site is the Tamatoa unit that caters for students with high and complex needs.

Staff participated in Ministry of Education (MOE) funded Professional Learning and Development (PLD) focused on Tātaiako-cultural competencies for teachers of Māori learners in 2017. The college has continued to fund and extend this into 2019. Recent PLD has supported the building of evaluation capacity.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

• achievement and progress
• attendance
• wellbeing.

The college is a member of the Motu Kairangi Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Rongotai College is progressively working towards achieving equitable and excellent outcomes for students. Overall levels of achievement in NCEA at the college have been sustained since the 2016 Education review.

National Certificate of Educational Achievement (NCEA) results in 2018 show that most boys achieve success in NCEA level 1 and level 2, with the large majority gaining NCEA level 3. Almost all boys gain literacy and numeracy qualifications at Level 1, and nearly all in year 13 finish at the school having gained at least level 2 or above.

There is some disparity for Māori and Pacific students who overall achieve less well than their New Zealand European peers, and this is particularly evident at level 1. The school has had mixed success in addressing this disparity.

Students with high and complex needs are progressing well in relation to their individual learning goals.

Retention at the school for boys beyond the age of 17 is high.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is successful in increasing the rates of progress for many students identified as at-risk of underachieving, including those Māori and Pacific students who need it.

Standardised assessments for year 9 and 10 cohorts show that levels of achievement in reading and mathematics have improved over time. Rates of progress are increased for a range of students, including those identified as at risk of underachievement.

Māori and Pacific students identified as at risk of not succeeding in year 11 benefit from additional tracking and focussed support. As a result, most experience increased rates of learning leading to attainment of NCEA level 1.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Positive and respectful relationships are evident across the school. School values underpin all aspects of school life and are clearly enacted across the curriculum. The values and concept of ‘brotherhood’ are well understood by the students and staff and promote a sense of inclusion, connection and belonging. Teachers continue to promote and strengthen their ‘positive behaviour for learning’ (PB4L) strategies.

Classrooms are calm and purposeful, with good levels of engagement. Learning is focussed, structured and well-paced. Students understand the purpose of their learning. Teachers demonstrate high expectations for teaching and learning.

Teachers are modifying course content and their practice to better meet the individual strengths and needs of students in their class. In some areas of the curriculum, student choice and agency is increasingly visible. Students benefit from teachers including greater emphasis on integrating real life and meaningful contexts for learning in to the curriculum.

The college has increased the range of curriculum pathways and subject choice, through and beyond the school, to prepare students for employment and further education or training. Curriculum design is responsive to student’s interests and needs.

An extensive range of co-curricular and community activities extend the learning opportunities for all students. Leadership is fostered and promoted. Student voice is increasingly valued and gathered. The newly introduced student council provides a forum for boys to inform schoolwide and strategic decision making.

Pastoral systems are well considered and respond effectively to the needs of students. Wellbeing is valued, promoted and is a strategic priority for improvement. Wraparound support processes are in place when required. Guidance and mentoring supports students academically with decisions and choices.

Students with additional and high needs are well catered for and make good progress in a specialised unit on campus. Leaders have developed good relationships with external agencies who are effectively used when required. Students benefit from strong partnerships with parents that support their progress. Well considered transition processes prepare students well for their next phase of development.

Leaders value and have strengthened the established partnerships with its community. A range of strategies have successfully built effective relationships with whānau Māori and Pacific families that benefit and promote student learning, engagement and wellbeing.

Suitable opportunities for whole school professional development and learning that are aligned to school strategic priorities have supported teachers to extend their understanding of effective practice. The school wide focus on building teacher competency has increased staff awareness of how best to respond to students’ culture, language and identity. They show commitment to building their cultural competencies, particularly knowledge of te reo me ngā tikanga Māori, and their capability to improve outcomes and success for Māori students.

Trustees have good systems and processes that support effective governance. They have a good understanding of their roles and responsibilities and make well informed and considered choices about resourcing and planning.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders have identified and EROs evaluation confirms the need to continue to build evaluation for improvement capacity across the school. Further strengthening the reflective culture should include:

• establishing a shared understanding of best evaluation practice
• the systematic use of evidence and learning information to show the impact of practice, resourcing and decisions on improving outcomes
• strengthening targeting for improvement to include rates of progress for specific groups.

An appropriate framework and system for performance management has been developed and implemented that provides opportunities for teachers to inquire into their effectiveness. The implementation of appraisal and performance management processes requires strengthening to be more rigorous. Leaders need to deepen the shared understanding of what is effective appraisal and use this to increase consistency and quality in how teachers are supported to improve their practice.

School leaders have identified the need to review and strengthen the curriculum. They should further develop established guidelines for excellence in teaching at Rongotai College and use this to continue to strengthen practices that improve rates of progress and successful outcomes for all learners. In addition, continuing to build teachers response to students’ culture, language and identity should better meet the needs of the diverse range of students.

Teachers and leaders need to closely examine the rates of progress for different groups, particularly those most at risk of not achieving, to sharpen the picture of where acceleration is occurring and for who, when and why.

3 Other Matters

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 and meets all aspects of the code.

At the time of this review there are 12 international students. Both long-term and short-stay students are drawn largely from Asia.

Processes for transition and orientation into the school are well considered. Systems for identifying and responding to individual learning and language needs are effective. Courses provided respond to the aspirations and interests of students and their families.

Students pastoral and wellbeing needs are catered for. Students are actively involved in the life of the school, participating in a range of sporting, cultural and social activities. They are encouraged to contribute to the wider community.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Rongotai College’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• sustained levels of good achievement that promote equity and excellence
• positive relationships and good conditions that promote learning and engagement
• a range of curriculum pathways and choices, and an extensive range of co-curricular activities that support successful outcomes
• well considered pastoral systems that promote wellbeing.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• strengthening evidence based internal evaluation to better determine the impact of curriculum on improving outcomes
• continuing to build excellence in teacher competencies and capabilities to respond to students culture and identity
• fully implement appraisal and performance management practices to better support teachers to further strengthen classroom practice.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

4 September 2019

About the school

Location	Wellington
Ministry of Education profile number	277
School type	Secondary years 9-15
School roll	707
Gender composition	100% Male
Ethnic composition	Māori 20% NZ European/Pākehā 41% Pacific 16% Asian 15% MELAA 3% Other ethnic groups 5%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	May 2019
Date of this report	4 September 2019
Most recent ERO report(s)	Education Review June 2016 Education Review May 2013

Findings

Students achieve well in national qualifications. Māori and Pacific students have a positive presence in an inclusive school that values the many cultures and ethnicities of students. Strategic priorities are firmly based on improving student outcomes. The school is well led and supported by sound governance. Strengthening internal evaluation should further improve student outcomes. 

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?

Rongotai College is a Years 9 to 15 secondary school for boys, located in the Wellington suburb of Rongotai. Since the May 2013 ERO review, the school has experienced increased student enrolments. The roll at the time of this ERO review is 656 students, with 16% Māori and 20% Pacific. The school roll is multi-cultural, with students identifying with a wide range of ethnicities.

The school celebrates and acknowledges student success, showing pride in the accomplishments and achievements of current and past students.

Trustees have continued a programme of refurbishment in aspects of the school environment, including the completion of a new gymnasium.

The school is currently involved in two Ministry of Education initiatives. Staff are in the fourth year of implementing Positive Behaviour for Learning (PB4L). Through recent involvement with Sport New Zealand, they are in the initial stages of developing an integrated approach to learning for a group of Year 9 students. Sport in Education provides professional learning and development (PLD) for teachers and encourages collaborative practice with other schools.

The school has stable leadership and governance and a positive reporting history with ERO.

2 Learning

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

Building upon positive achievement outcomes for most learners, school leaders and trustees have established priorities to further raise achievement outcomes for Māori and Pacific learners. Extending teacher’s use of data to better meet the learning needs of students and strengthening internal evaluation processes should support achieving this priority.

Results for National Certificates of Educational Achievement (NCEA) showed that in 2015 students gained qualifications at Levels 1, 2 and 3 at rates above boys nationally. Māori students experienced considerable success at Level 2 NCEA in 2015, achieving above their peers. For Pacific students there remains disparity in outcomes at all levels. Since the previous ERO report, the number of students achieving scholarship has increased and more students attained merit or excellence endorsed qualifications.

NCEA Level 1 results decreased slightly in 2015 when compared to previous years, especially for Pacific students and students who enrolled after Year 9. The school has responded by developing leadership oversight for these groups and increasing levels of tracking and mentoring.

Data shows most students have achieved NCEA Level 2 at the time of leaving school. There is slight disparity in leaver qualifications for Māori and Pacific students. The school has established a number of strategies to address this challenge. Setting targets to explicitly focus on those students requiring accelerated achievement is likely to improve student success.

Senior students’ progress and achievement is suitably tracked and monitored. Several times during the year senior leaders consider each student individually. Learners requiring additional support receive appropriate intervention, including academic mentoring.

Achievement information is gathered for students in Years 9 and 10 to establish the need for additional literacy support and inform class placement. Leaders and teachers continue to review assessment tools in the junior school. As this review is undertaken, staff should continue to extend the focus on literacy across subjects.

Literacy learning support for students with additional learning requirements in Years 9 and 10 is comprehensive. Most students involved in this programme accelerate their achievement.

Teachers access an appropriate range of assessment information to establish levels of student achievement and determine learning objectives. Leaders should continue to build on the successful practice of some teachers in using this data. Promoting its consistent use for planning and teaching is likely to strengthen student engagement and assist in accelerating achievement.

Parents receive appropriate information to support their understanding of student progress and achievement through clear written reports during the year. Increased access to digital information has been positively received by families. Strengthened student goal-setting should further support the conferencing processes with parents and teachers.

3 Curriculum

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

The college continues to make purposeful curriculum changes in response to the aspirations of learners.

A clear mission and vision underpins the curriculum. Shared values are clearly expressed, acknowledging the development of key characteristics and the promotion of excellence in academic, cultural and sporting pursuits. In developing a ‘learner profile’ the school has articulated the skills, attributes and competencies reflective of their community’s vision for student success.

The senior school curriculum provides a range of academic, practical and industry based pathways for students. Ongoing review contributes to relevant changes to better cater for individuals. Learning areas and facilities are well resourced, including suitable access to digital technologies.

Leaders are considering the integration of current subjects with vocational pathways to strengthen curriculum options for students and extend the provision of careers information. ERO's evaluation affirms that this is timely.

Development of an effective teacher profile enables staff to identify the key characteristics desired in their practice. In classes where these expectations are well understood, student engagement in learning is purposeful. School leaders continue to build teacher practice through strengthened processes. Changes have included: further development of teaching as inquiry and revision of the appraisal system to better support teacher growth and accountability.

Staff and trustees engage purposefully with Pacific parents. The provision of Samoan language from Year 9, and into the senior school, is in response to the large number of Samoan learners in the school. Pacific identity is affirmed through events, experiences and relevant curriculum contexts. Leaders are currently reviewing Pacific success with the aim of raising achievement and evaluating how well the provision of language, culture and identity occurs across the curriculum.

Comprehensive pastoral systems are reviewed to improve how they respond to student wellbeing. Staff work collaboratively to promote inclusive practices. Leaders facilitate and guide development of PB4L practices. The ‘Rongotai Way’ aims to build on school culture and encourages student’s positive involvement at school. Students form key relationships with staff and their peers. Student surveys are well used to consider their wellbeing and inform school development.

The Tamatoa Special Needs Unit caters for students identified with complex learning needs in a positive and supportive environment. Comprehensive individual education plans guide learning and encompass the aspirations of families. Digital portfolios and learning narratives are used to share significant moments and promote a collaborative learning partnership with families and whānau.

English speakers of a second language access appropriate support programmes to promote their language development.

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

Māori student’s participate in school leadership and have a positive presence in the school. Culturally responsive contexts suitably acknowledge Māori learners culture and language. Curriculum choices encompass te reo Māori at all levels of the school and Māori performing arts as an optional subject in Years 12 and 13.

Following consultation with Te Whānau o Tangi te Keo, a strategy has been implemented to further accelerate the progress of Māori students and to promote their success as Māori. The goals contained in this plan should purposefully build on the positive provision for Māori students.

4 Sustainable Performance

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

The school is well placed to strengthen internal evaluation practice to sustain its performance and continue to improve outcomes for students.

Trustees possess a range of valuable skills to support sound governance. Regular reporting contributes to appropriate operational management and decision making. Policies and procedures are suitably reviewed to guide meeting legislative requirements. Strategic planning goals are clear and reflect school priorities. Strengthening goals and measurable outcomes contained in annual planning should increase trustee’s knowledge of the impact of their decisions on learning.

The principal and senior leaders focus purposefully on achieving the school’s annual priorities. They demonstrate a clear understanding of their responsibilities and guide ongoing development in relation to these goals. Leadership is strengthening the collective capability of staff to better meet the needs of all students.

Senior leaders and trustees recognise the benefits of sound internal evaluation. They seek to build on current practice, and their successes to date, by strengthening evaluative practice collectively across the school. Introduction of staff consultation groups is promoting a shared knowledge of evaluation.

The annual department reporting framework provides a consistent overview of student achievement. Continuing to strengthen the evaluative commentary contained in these reports should improve the quality of reporting and assist in 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. At the time of this review there were five international students attending the school. The school has attested that it complies with all aspects of the Code.

International students are well catered for at Rongotai College. Their progress and achievement is carefully monitored. Strong support is provided to promote wellbeing and pastoral care. Productive relationships with other schools supports students to pursue a wide range of courses and interests. The new international director is seeking to strengthen the provision of education for international students through the use of evaluation.

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

Students achieve well in national qualifications. Māori and Pacific students have a positive presence in an inclusive school that values the many cultures and ethnicities of students. Strategic priorities are firmly based on improving student outcomes. The school is well led and supported by sound governance. Strengthening internal evaluation should further improve student outcomes.

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

Joyce Gebbie

Deputy Chief Review Officer Central

7 June 2016

About the School

Location	Wellington
Ministry of Education profile number	277
School type	Secondary (Years 9 to 15)
School roll	659
Number of international students	5
Gender composition	Male 100%
Ethnic composition	Māori Pākehā Pacific Asian Other ethnic groups	15% 45% 20% 12% 8%
Special features	Tamatoa - Special Needs Unit
Review team on site	April 2016
Date of this report	7 June 2016
Most recent ERO report(s)	Education Review Education Review Education Review	May 2013 January 2010 December 2006