Logan Park High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Logan Park 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 

Logan Park High School is a Year 9 to 13 co-educational secondary school with a diverse student population drawn from across Dunedin city. Their vision is for all students to be inspired by their future, confident in their culture, thriving and empowered to succeed in whatever pathway they choose. A distinguishing feature of the school is the co-principal leadership model. There has been recent significant roll growth, with an enrolment scheme being implemented in 2020.  

Logan Park High School’s strategic priorities for improving outcomes for learners are to:

• continue to strengthen student engagement and achievement

• be an innovative school which meets individual student needs.

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

ERO and the school are working together to evaluate the impact of kāhui ako initiatives on supporting improved outcomes for priority learners.

The rationale for selecting this evaluation is:

• consultation with kaiako, whānau and ākonga informed the development of key focus areas which could lift school performance to achieve equity in improving outcomes in health and wellbeing, literacy, extension and enrichment opportunities, and Maori and Pasifika experiences and success

• to support the mahi of all teachers and to build collective capacity, the school created four in-school roles in 2020 as part of its commitment to the kāhui ako goal of ‘bringing everyone into the learning journey’. 

The school expects to see from this evaluation:

• that resourcing is being prioritised to support learners at greatest risk of poor health, wellbeing, and achievement outcomes

• leaders and teachers identifying the roles, systems, processes, and practices needed to support positive outcomes for these learners

• improved outcomes for a wide range of priority learners linked to the four focus areas.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the impact of kāhui ako initiatives on supporting improved outcomes for priority learners:

• the respectful, motivated, and inclusive kaupapa of the kura

• the commitment to growing good young people

• a whanau/house structure where every learner is known as an individual and connections with whānau are sustained

• a drive towards student agency, leadership, and voice, where learners are empowered to initiate changes and improvements.   

Where to next?

Moving forward, the school will prioritise:

• the collection and consideration of perspectives of ākonga, kaiako and whānau on both the implementation of support and learner outcomes as part of evaluating current strategies for supporting priority learners

• the identification of activities and strategies which have made the most difference to improving equitable outcomes for learners prioritised in the focus areas

• building collective capacity so that all teachers develop their knowledge of adaptive practice within the focus areas to improve their responses to learner needs.

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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

24 August 2022 

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

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of June 2022, the Logan Park High School Board of Trustees 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 Logan Park High School Board of Trustees.

The next Board of Trustees 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

24 August 2022 

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

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.

At the time of this review there was one international student attending the school, and no exchange students.

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 was one international student attending the school, and no exchange students.

The Board has decided that at this point they do not intend to take further international enrolments. The Board wishes to retain the school’s attestation to the Code and may accept international enrolments in future years.

The school showed how it had established effective processes for reviewing its provision for international students and compliance with the Code, both through historical details from their most recent 2019/ 2020 international student cohort and evidence linked to the single current international student. School leadership has made good use of information on student wellbeing, learning and engagement to know about the quality of provision and to identify actions needed to sustain positive outcomes for students.

Sound processes and practices have supported international students past and present to settle into school, develop a sense of belonging, and to be active participants in school life and the wider community. Students’ wellbeing has been effectively monitored, and supported by effective links between international students, families, staff, and the International Director. Care has been taken to support international students’ wellbeing, with the one remaining international student spoken with indicating that they have good support networks with staff and connections with other students. Information relevant to international students is effectively recorded and updated on the school’s SMS system.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

24 August 2022 

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