Waimate High School

School Context

Waimate High School, located in the rural township of Waimate, caters for students in Years 7 to 13 and has a current roll of 260 students.

The school’s vision states that, ‘We want all our students to be confident, connected, actively involved, lifelong learners.’ The school values of respect, responsibility and real honesty are collectively known as ‘The Waimate Way.’ The Learning Advisory (LA) programme, a pastoral and academic support programme for all students, places emphasis on learning partnerships. It embraces the Māori concepts of whanaungatanga (relationships), kotahitanga (unification), whakatupuranga (growth) and ākonga (learner).

Three main strategic goals form the basis for planning at all levels of the school:

• excellent student attainment

• positive culture of learning

• innovative learning environment.

The school is an active participant in the Waimate Kāhui Ako|Community of Learning (CoL). The principal is currently the lead principal for the CoL.

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

• reading, writing and mathematics progress and achievement (Years 7-10)

• achievement within the New Zealand Qualifications Authority (NZQA) framework

• school leaver qualifications and destinations.

In 2016 and 2017, the school participated in a Ministry of Education writing initiative, Accelerating Literacy Learning (ALL).

Progress has been made in relation to areas identified for further development in the 2015 ERO report. This is particularly evident in progress towards creating a positive learning environment which acknowledges the bicultural nature of the New Zealand Curriculum, and recognises the importance of language, culture and identity for Māori students.

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 board, school leaders and teachers are working towards achieving equitable and excellent outcomes for all students.

In 2016 and 2017 for Years 7 and 8, most students achieved at or above expectations in reading, and the majority of students achieved at or above expectations in writing. However, there is a persisting pattern of underachievement for boys in writing. In 2017, the majority of Year 7 and 8 students achieved at or above expectations in mathematics. The school’s data indicates a positive trend in reading, writing and mathematics for Year 7 (2016) to Year 8 (2017).

The school is developing processes to report meaningfully on progress and achievement in Years 9 and 10. It is currently difficult to discern patterns of progress and achievement in existing data for these year groups.

The school’s data for Years 11 to 13 indicates significant variability in NCEA achievement over time. Leaders have identified the need to improve the numbers of students gaining merit and excellence endorsements at all levels. There is no significant disparity in achievement for Māori students evident in NCEA data.

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

The school’s data shows that it is successful in accelerating learning for a number of target students. Leaders are in the process of rationalising data management for Years 7 to 10 to ensure consistency in assessment and reporting of progress and achievement.

Nearly half of the Year 7 and 8 students, identified for support through the Ministry of Education’s ALL project, reached curriculum expectations for writing.

The school’s data identifies that almost half of the Year 7 and 8 students targeted for additional support in reading and writing made accelerated progress. It is unclear if this progress was sufficient to enable students to reach curriculum expectations for their stage of schooling. In numeracy, few of the target students made accelerated progress.

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 strategic direction of the school is clearly articulated. There is alignment between planning at governance and management level. Department plans, actions and reports to the board align with annual goals.

The board is committed to the provision of effective governance support for the school. Trustees have sourced professional learning from the New Zealand School Trustees’ Association (NZSTA). The board is knowledgeable about the range of learning opportunities provided for students at the school.

School leaders and teachers are focused on innovations to promote a positive learning environment for all students. The Learning Advisory programme provides pastoral and academic support for students in mixed age groups. Expectations for learning advisers are clearly documented. Timetabled advisory sessions enable teachers to work closely with students to identify goals, provide support for study, and assist decision making about programmes and career options. Older students also mentor younger students during these sessions. A thinking tool has been introduced to provide a common language for teachers and students to discuss levels of learning. Students in a number of subject areas, are able to identify the level they are working at and what they need to do in order to improve.

The school has a number of sound practices in place to assist all students, with a focus on those needing additional support. There are regular staff forums operating where student pastoral and academic progress information is shared and reported. Teachers collaborate across a range of curriculum areas to meet the needs of learners. The timetable is driven by the needs of students. Teachers willingly accommodate students’ learning requirements across a range of subject areas and levels within a class.

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

Leaders have introduced a number of innovations over the last three years. ERO has identified, and school leaders agree, that it is timely to evaluate which programmes and practices have had the most impact on students’ progress and achievement.

To ensure that these evaluations are useful and informed by reliable data, leaders should:

• ensure that assessment practices in Years 7 to 10 include a range of assessment tools that are used consistently to inform an overall teacher judgement in relation to curriculum expectations, and that are moderated for reliability

• analyse collated student assessment data to provide a clear overview of progress and achievement, in relation to curriculum expectations for each year group, and present this data to the board

• adopt an evaluation framework and provide professional support for its effective use at all levels of the school

• refine department plans to identify specific outcomes for teaching and learning so that progress and next steps can be determined.

Trustees should ensure that they have reliable ways of knowing about, and responding to, the wellbeing of all staff.

3 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.

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 two international students attending the school who are exchange students.

International students are well supported to develop English language skills and be actively involved in cultural, academic and social aspects of school life.

4 Going forward

Key strengths of the school

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

• clearly articulated strategic and annual planning

• an evident focus on student-led learning and wellbeing

• a collaborative approach to providing support for students requiring pastoral and learning support.

Next steps

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

• refining assessment practices in Years 7 to 10

• analysing collated assessment information to identify student progress and achievement in relation to curriculum expectations

• the effective use of evaluation processes and practices to inform planning and decision making.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services

Te Waipounamu - Southern Region

31 January 2019

About the school

Findings

Trustees and teachers promote the school’s vision for student success, and listen carefully to students’ and parents’ views. The curriculum is responsive to students’ needs and interests. Students feel well supported, particularly by their learning advisor. Progress made since the 2011 ERO review includes a much improved school culture and improved self-review practices. 

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?

Waimate High School is in the rural servicing town of Waimate in South Canterbury. The board and staff are proactively managing the falling roll. They promote the school’s vision for student success and listen carefully to students’ and parents’ views.

The school has made significant progress since the 2011 ERO review, including:

• a much improved school culture with its focus on learning and respect
• a redesigned curriculum to promote student engagement and success
• a greater partnership with parents and more shared information about learning
• improved board practices around self review and strategic planning.

The structure of the school day has been revised and plans are underway for the redevelopment of many of the teaching spaces. Teachers’ professional development is focused on making the best use of changes to enhance students’ learning in an interesting and meaningful way.

Many of these improvements are at a relatively early stage of development. This means that the positive impact on students’ engagement is obvious, but it is too early to determine the degree to which these changes are contributing to improved learning.

2 Learning

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

Teachers and leaders use achievement information well to inform their teaching, identify common areas of need for class and/or year groups and monitor individual student achievement over time. Achievement reports show that:

• about three-quarters of the Year 7 and 8 students are at or above the National Standards in reading, writing and mathematics
• NCEA achievement is generally close to or slightly below national averages.

School leaders acknowledge the need for deeper analysis of cohort and school-wide learning information. Analysed data should be better used to:

• provide more specific responses to identified needs of students at risk of poor educational outcomes
• ascertain if students are making sufficient progress
• evaluate the impact of programmes, interventions and new initiatives on students' learning
• identify aspects of programmes that are going well and those that require improving.

3 Curriculum

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

The school’s curriculum is responsive to students’ needs and interests and to their views and opinions about their learning.

Leaders and teachers have been developing ways to better involve students in the learning process and in discussions about teaching and learning. Teachers have been making the purpose of learning more evident. Students are more involved in goal setting, knowing about their next learning steps and in taking their share of responsibility for achieving their goals.

The school’s values of respect, responsibility and real honesty are well known by students. Teachers ensure the values are used to encourage students to have positive attitudes towards their learning and to support the positive relationships between senior and junior students.

Students feel well supported, particularly by their learning advisor who has an ongoing relationship with each student. The purpose of the learning advisor is to build a successful pathway through school towards a purposeful transition from the final year at school to a well-chosen next step into further study, training or work.

Students who need extra help with their learning are well supported. The wellbeing of each student is a key part of what staff members as a team do to support students’ holistic needs. School leaders and pastoral staff have taken a proactive approach to improving students’ attendance and engagement with school so that achieving well is the clear priority.

Leaders and teachers have worked effectively to strengthen relationships between home and school. The focus is on each student’s achievement, progress towards learning goals, and the contribution parents and whānau can make in partnership with the school.

Leaders and teachers work together in a culture of collaboration with a focus on building their knowledge towards innovation and improvement for the benefit of students. Teachers are making increasingly effective use of the systems in place to improve teaching. Leaders support teachers to continue to improve by ensuring:

• teachers participate in professional learning and development targeted to the school’s expectations for high-quality teaching practices
• observations within the performance-management system focus on continuous improvement
• teachers respond to feedback from students that indicates what works for them and what needs to improve
• teachers evaluate their own performance and plan for improvements.

Teachers are making increasingly effective use of digital technologies as part of their teaching. They support students to use the technologies as a natural part of their learning.

Students in the senior school are benefiting from the useful advice from the senior dean, careers advisor and their teachers. Together they help individual students plan a purposeful pathway with a clear vocational direction for their transition beyond school into work or further learning.

Along with continuing to embed recent initiatives to improve teaching and learning, a next step is to evaluate the impact of the curriculum on increasing student engagement and accelerating progress.

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

Waimate High School is in the early stages of providing an environment in which Māori students and whānau have their language, culture and identity reflected in school practices and programmes. School leaders are leading this development. With the teachers, they are increasing the visibility of Māori culture throughout the school.

Māori students comprise 9% of the school’s roll. The board is responsive to the views of the parents of Māori students. These views help inform how the school will grow its respect and value for the language, culture and identity of its Māori students and community. The school has developed strong and useful connections with the local rūnanga.

All Year 9 students participate in te reo Māori classes. School leaders and teachers are supportive of students who want to continue this learning beyond Year 9. School events include Māori dimensions, for example including waiata in the house choir competition.

Teaching staff are increasing their awareness and knowledge of te ao Māori. A small number of students join with the neighbouring primary school to learn kapa haka arts and skills. In 2015, taonga have been introduced to recognise and celebrate achievements of Māori students.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Leadership at both board and school level is well considered and ensures that developments are widely discussed across the broader school community and are implemented at an appropriate pace.

The board and staff are working well together, reviewing the past and preparing for the future. Review and planning practices are soundly based and help ensure that the board’s vision for the school is being implemented. Outside expertise and research are appropriately incorporated in decision making. The culture of self review covers multiple aspects of the school’s operation and is designed to identify ways of meeting students’ needs and improving outcomes for them. The next step in this process is to be more evaluative about the impact of changes on the desired student outcomes – how well the outcomes have been met, not just what has happened.

Teachers’ professional development aligns with the school’s vision and has an emphasis on improving teaching practices and student outcomes. School-wide planning is focused on property developments and students’ use of technologies to engage students in learning and promote their success.

Board strategic planning includes a wide vision for high-quality teaching in the context of a responsive curriculum. Self-review practices are sound, with the potential to make better use of the good-quality information the school already has.

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 all aspects of the Code.

At the time of this review there were four international students attending the school, all of whom were long-term exchange students. The school also hosts a group of exchange students from Japan for a short visit.

International students benefit from the small size of the senior school and are well integrated into school life. They benefit from the school’s pastoral care and monitoring systems in the same way as all other students. Their education is personalised to their individual circumstances, interests and needs. For some international students and some migrant domestic students, the school should improve the level and quantity of ESOL support provided.

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 and teachers promote the school’s vision for student success, and listen carefully to students’ and parents’ views. The curriculum is responsive to students’ needs and interests. Students feel well supported, particularly by their learning advisor. Progress made since the 2011 ERO review includes a much improved school culture and improved self-review practices.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

18 December 2015

School Statistics