Christchurch Boys' High School

Education institution number:
327
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Boys School)
Definition:
School with Boarding Facilities
Total roll:
1453
Telephone:
Address:

71 Straven Road, Riccarton, Christchurch

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Christchurch Boys' High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within eight months of the Education Review Office and Christchurch Boys’ High School 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 

Christchurch Boys’ High School is a secondary school for learners from Years 9 to 13. The school has a history of offering education for over 130 years. It has an attached boarding hostel, Adams House.

Christchurch Boys’ High School’s strategic priorities for improving outcomes for ākonga are:

  • continuing to increase the meaningful impact of teaching interactions at Christchurch Boys’ High School

  • creating a context of belonging and identity that takes strength from New Zealand’s bicultural heritage and tikanga that enables equitable and high levels of success for all students.

You can find a copy of the school’s strategic and annual plan on Christchurch Boys’ High School’s website.

ERO and the school are working together to evaluate the conditions required to support evidence-based evaluation of teaching.

The rationale for selecting this evaluation is:

  • to define the principles of high-quality teaching through the adaption of the best practice models of culturally responsive evidence-based teaching

  • to embed these principles in the development and use of the Christchurch Boys’ High School Teaching Profile

  • ensuring that the Christchurch Boys’ High School’s ‘fine young men’ are morally courageous and strive for personal and community success.

The school expects to see evidence of teaching and learning that shows teachers understand and are enacting the Christchurch Boys’ High School Teaching Profile in everyday classroom practice. This will include positive and measurable impacts on student achievement, including those learners identified as needing to make accelerated progress.

Strengths

The school can draw from the following strengths to support the school in its goal to further improve the outcomes, capability and confidence of its learners:

  • A culture of high expectations of and for learners.

  • A strong culture and identity with values that are embedded schoolwide.

  • Work underway within the school to develop knowledge and capability of students and staff in relation to Te Tiriti o Waitangi ako based partnerships.

  • Plans in place to create and implement a contextually appropriate teaching profile.

Where to next? 

Moving forward, the school will prioritise:

  • consultation with staff, students, families and whānau to develop the Christchurch Boys’ High School Teaching Profile which aligns with the school values, Te Kotahitanga Teaching Profile and Teaching Council Standards for the Education Profession

  • developing skills of teaching observation and professional conversations in ways that align with the Christchurch Boys’ High School Teaching Profile

  • building partnerships and connection to community that contributes to a sense of place and identity for all students, including Māori and Pacific learners.

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.

Shelley Booysen
Director of Schools

2 May 2023 

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

Christchurch Boys' High School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of September 2022, the Christchurch Boys’ High School Board 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 Christchurch Boys’ High School, School Board.

The next School Board 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.

Shelley Booysen
Director of Schools

2 May 2023 

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

Christchurch Boys' High School

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

The school is a signatory 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. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were 34 international students attending the school, and no exchange students.

The school is highly effective in providing high quality programmes for international students taking into account the students’ aspirations and interests. The extent to which each student has English Language skills is accurately assessed on entry. Staff ensure students are placed in appropriate classes, ensure responsive programmes, provide appropriate English language support, and regularly monitor student progress. The International Director conducts appropriate self-review of the school’s education programme and outcomes for students, is part of the school pastoral care team, Senior School Committee and meets regularly with a member of the leadership team to ensure the needs of international students are understood and met.

Students described feeling welcomed at the school, receiving effective orientation guidance and responsive pastoral care. The students spoken to were well integrated into the school and community. They enjoy their New Zealand experience and making New Zealand friends. There are opportunities for leadership experience, which they participate in. Students make good progress in their learning and achieve their learning goals including English language acquisition and participating in extra-curricular sporting and musical interests.

Shelley Booysen
Director of Schools

2 May 2023 

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

Christchurch Boys' High School

Hostel Report

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings

The hostel manager and the hostel owner has attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005. 

The school hostel, Adams House, is close to the school and operates as a “Home Away From Home” with capacity for 135 full-time boarders. Recent reviews undertaken by the school have strengthened policies and procedures to guide hostel operation. The hostel accommodates boys in a structured, respectful, and caring environment. Adams House is efficiently and effectively managed with boys’ physical and emotional safety well supported by the Head of Boarding and 10 housemasters who live on site.

The director and housemasters collaborate well with each other and other staff to provide an environment and conditions that support boys’ learning at the college. Progress with learning and extra-curricular activity is well supported through prep time set aside for study. Tailored additional short or longer-term tuition is in place to meet individual needs as the need is identified.

There are established systems and processes to manage safety and wellbeing. Boys have access to a wide range of activities and facilities as part of normal hostel life. Boys spoke of the benefits of the hostel experience, particularly the range of activities on offer, care for their needs and active presence of staff in creating an environment that ‘feels like home’. 

Shelley Booysen
Director of Schools

2 May 2023 

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

Christchurch Boys' High School - 19/06/2019

School Context

Christchurch Boys’ High School has a roll of 1415 boys in Years 9 to 13. Adams House, the boarding accommodation located off site, caters for up to 136 boarders.

The school’s vision is to develop men who can lead New Zealand and the world to be a better place, with an increased focus on consolidating the vision for learning and wellbeing, while balancing the strong sense of tradition with innovation.

Valued outcomes for the school are to have successful learners, supported by: staff as role models, an aspirational curriculum, quality leadership and an inclusive school community.

Key strategic aims for leaders and teachers are based around developing work ethic and culture, ensuring positive relationships and wellbeing, improving literacy and achieving the best educational outcomes for students.

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

  • achievement in literacy, mathematics and other learning subjects

  • achievement within the NZ Qualifications Framework

  • additional learning needs

  • wellbeing.

The school has faced significant property challenges, most of which are ongoing, since the Canterbury earthquakes in 2011 and 2012. These have been managed by the board, leaders and teachers in ways that have minimised any possible negative impact.

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?

The school is effectively supporting most students, including Māori, to achieve equitable and excellent outcomes in the National Certificates of Educational Achievement (NCEAs) Levels 1 to 3.

School achievement information for the last three years shows that over time most students, including Māori, achieve NCEA Levels 1 to 3, and that the majority of Pacific students achieve NCEA Levels 1 and 2.

The school has effective systems for identifying those students in Years 9 and 10 who need additional learning support in literacy, numeracy and science. These students are closely monitored and provided with appropriate, targeted support programmes in literacy.

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

Most students whose learning needs acceleration, including Māori, achieve the NCEA literacy requirements over a two-year timeframe.

The school is in the early stages of developing and understanding overall achievement patterns, including acceleration of progress, in Years 9 and 10.

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?

The school’s curriculum is responsive to the needs and interests of students. Students are provided with a broad range of learning opportunities within and beyond the school. Māori and Pacific students have many opportunities to participate in culturally-based events and activities, and see their cultures valued within the school environment.

Leaders promote a school culture that has the needs and aspirations of students at its heart. They support an environment that is conducive to student learning and wellbeing through ongoing reinforcement of clear and consistent expectations.

Meaningful and positive relationships between students and teachers ensure that the school’s focus on pastoral care and wellbeing is central. The school’s values are clearly evident and characterised by a culture of respect and empathy. An inclusive environment contributes to a strong sense of belonging for students.

Teachers closely track and monitor individual students’ achievement and progress. This helps to inform the different approaches they use to engage students in their learning. A range of strategies is used to support student learning and engagement, and communicate with parents and whānau.

Leaders, teachers and the board gather and make effective use of feedback from a range of sources to inform decision making and improve practice. Regular opportunities for internal and external professional learning are building capacity for ongoing improvement and having a positive impact on meeting the school’s priority areas for development.

Trustees contribute high levels of capacity and expertise to the board. A regular cycle of review is presented to trustees to ensure they are very well informed about learning and wellbeing outcomes for students. Targeted professional learning and external expertise have helped with the development of, and support for, the annual plan and identification of priorities for future improvement.

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

To further promote positive outcomes for students and the whole school community during a time of significant development and change, the board and leaders have actively focused on and should continue to ensure that there are deliberate and robust:

  • ways of knowing about and monitoring how well change is being implemented and managed
  • systems to ensure staff are well supported to implement changes, including to their own practice, philosophies and professional development
  • reporting to the board to enable trustees to remain well informed and responsive, especially with regard to curriculum and wellbeing.

The school’s curriculum needs review in relation to senior students’ access to learning pathways according to their needs as they progress through the school. This should better support students to meet their personal learning goals and aspirations within and beyond their time at the school.

The school’s appraisal process for registered teachers is variable. Senior leaders agree on the need for improved practices and processes that meet the requirements of the Teaching Council. This should also take into account elements of the school’s annual planning priorities through the identification of common goals and shared understandings.

3 Other Matters

Provision for students in the school hostel

The school-owned, off-site hostel, Adams House, accommodates up to 136 students. At the time of the review it was fully occupied. The hostel is set in attractive surroundings and has modern and well-maintained facilities.

The school has attested that all requirements of theEducation (Hostels) Regulations 2005have been met. ERO confirms that there are robust processes in place to manage students’ safety and support their learning.

Students spoke to ERO very positively about the hostel’s inclusive culture and the strong sense of belonging within a family-like environment. They also appreciate the high level of pastoral support they receive. Students are provided with a balanced programme that enables them to increasingly develop independence, while experiencing a wide range of facilities and extra-curricular opportunities.

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016)(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 review, there were 54 international students attending the school, including nine short-stay students.

ERO’s investigations confirmed that the school’s processes for reviewing compliance against the Code are robust, well documented and lead to change where needed. International students experience positive relationships with the school community. They are generally very well supported in both their pastoral care and to achieve their academic and personal goals during their time at the school. Students who spoke to ERO said they felt welcomed and cared for. Teachers provide constructive and appropriate academic programmes. There are effective systems to ensure that the health, wellbeing and learning of international students are closely monitored.

Students are provided with many opportunities to be involved in aspects of New Zealand culture and life as part of their international experience.

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 Vulnerable Children Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Christchurch Boys’ High School’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:

  • promoting a positive and inclusive school culture that builds a sense of belonging for students

  • maintaining the school’s valued traditions alongside innovation for meeting the learning and wellbeing needs, and the aspirations of students

  • using feedback effectively in a range of areas to inform decision making and future improvements.

Next steps

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

  • extending and embedding the use of data management practices to ensure clarity about patterns of overall progress and achievement of Years 9 and 10 students

  • adapting the curriculum to ensure that it better supports the learning pathways and aspirations of students who choose alternative options beyond their time at school.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

19 June 2019

About the school

Location

Christchurch

Ministry of Education profile number

327

School type

Secondary (Years 9 to 13)

School roll

1415

Gender composition

Boys 100%

Ethnic composition

Māori 11%

NZ European/Pākehā 71%

Asian 6%

Pacific 2%

Other ethnicities 10%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

19 June 2019

Most recent ERO report(s)

Education Review October 2015

Education Review August 2012