Western Springs College-Ngā Puna o Waiōrea

Western Springs College - 19/06/2015

Findings

Western Springs College provides high quality education for its community. A responsive and innovative curriculum provides rich opportunities for students’ learning and qualifications success. Students flourish in this environment. They are articulate, confident and well equipped to transition into tertiary study and the adult world.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Western Springs College is a co-educational secondary school catering for students from Year 9 to 13. It is located on the western side of Auckland’s inner city suburbs. The school is well supported by its community and many families in the neighbourhood choose to enrol their children there. Since 2007 the college has had an enrolment zone for the mainstream school because of demand for places.

The school’s vision is to offer young people an inclusive educational experience that celebrates and values human diversity. Students are challenged to discover and develop their unique personal strengths in order to learn successfully. A culture of high expectations for academic achievement is balanced with a caring focus on student wellbeing.

The school’s mission statement affirms all students as being inherently capable and competent. Very high levels of achievement in the National Certificates of Educational Achievement (NCEA) confirm the educational strength behind this mission.

The college has a long established Māori medium unit, Ngā Puna O Waiorea. Currently over two hundred students are enrolled in its programme from Year 9 to 13. Enrolment is through application and selection, and students travel to this rumaki from all over Auckland. Māori academic achievement continues to be outstanding under this Treaty of Waitangi inspired partnership.

The board of trustees, school leaders and whānau have established a co-governance policy and model with the aim of equitably resourcing, growing and sustaining Ngā Puna O Waiorea. At the time of this report, discussions were being held with the Ministry of Education regarding the rumaki’s future governance.

Since the 2010 ERO review, the board of trustees has several new members, including three Māori trustees. A new chairperson has been elected. The board works well with the principal and school leaders. Strategic and annual planning are informed through purposeful self review that is strengthened with multiple points of view, including those of students, parents, whānau and the community.

The board is currently coordinating decisions for rebuilding the school. An innovative teaching and learning environment is envisaged to complement the school’s vision and its highly successful approaches to twenty-first century learning.

ERO’s 2010 report identified Western Springs College as a high performing school. The report recommended further improving educational opportunities and outcomes for students, strengthening aspects of leadership and consolidating best practice in teaching and learning. Trustees and senior leaders have responded positively to these recommendations and have continued to develop further, high quality and innovative educational practices.

2 Learning

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

Western Springs College is using achievement information very well to make positive changes to learners’ progress and achievement. The school is already exceeding the 2017 government targets of 85% of students achieving NCEA Level 2.

High achievement in NCEA is evident across all subjects. In 2014, 91% of students achieved NCEA Level 1, 92% for Level 2, 93% for Level 3 and 88% of students gained University Entrance. Results have been consistent at these levels over recent years.

Western Springs College leads the country in excellence endorsements for NCEA. This is mainly attributable to the high order thinking skills that are a planned part of many learning programmes throughout the eight learning areas of the New Zealand Curriculum (NZC). University literacy is highly valued by the school and timetabling structures support students’ success in this qualification. Māori and Pacific students enjoy the same levels of academic success as others in the school.

Student achievement in Years 9 and 10 is regularly tracked and monitored using a variety of standardised assessment tools. A school-wide focus on ‘know the learner’ begins with good quality Year 8 transition information from contributing schools. Teachers hold regular, structured learning conversations with Year 9 students who set themselves ambitious yet manageable learning goals. These records are regularly updated and teachers increasingly use this information to guide students towards meaningful and purposeful action.

The school’s Learning Centre is available to any student who wants access to additional individual tutoring. Teachers can refer students for assistance and students can also refer themselves. This centre makes a major contribution to the educational success of students. A recent initiative is the appointment of an Accelerated Learning Director. The director focuses on student pathways through the year levels in order to optimise students’ time for Scholarship study and NCEA endorsement success in Years 12 and 13.

ERO discussed with school leaders possible timetabling structures which would allow for the expansion and extension of students’ learning opportunities. This flexibility will be particularly relevant when the school is rebuilt and modern learning environments present more scope for different modes of learning.

3 Curriculum

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

The Western Springs College curriculum is closely aligned to The New Zealand Curriculum (NZC). It promotes student engagement and learning very effectively. It is highly responsive to student needs, strengths and interests. Teachers explore their curriculum areas deeply to make learning meaningful and relevant for students.

The NZC principles, values and key competencies are explored thoroughly in departmental and teacher planning. The akonga principle where both adults and young people learn together is evident throughout the school. Using student voice is a major and essential aspect of the college’s approach to engaging and connecting learners to their chosen pathway.

Positive and affirming relationships underpin the high quality learning interactions evident between students and teachers. Teachers effectively encourage students’ creative and critical thinking using inquiry- based learning approaches. Teachers’ specialist subject knowledge is acknowledged and affirmed by students and parents.

The school is highly inclusive in its practices. The guidance team work hard to engage students and support them with the challenges they face in today’s world. They provide extensive support through interventions and programmes that help students to manage challenges themselves where possible. Students with special learning needs are well supported by teachers and support staff. Students benefit from staff members’ in depth of professional knowledge about individual student learning capabilities.

The college offers an enriching range of co-curricular activities. There are many opportunities for students to experience success and build leadership capability and social competencies. The school has a variety of cultural, academic and sporting events to celebrate student achievement.

ERO and school leaders discussed the value of conducting a self review focusing on how well Māori perspectives are being included consistently across the eight learning areas of the curriculum.

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

Māori students comprise 27% of the school roll. 217 of the school’s 359 Māori students are enrolled in the rumaki, Ngā Puna O Waiorea, and the rest attend the mainstream school and live in the school’s locality. Student board trustees are elected for both the rumaki and the mainstream school.

Ngā Puna O Waiorea is a thriving Māori medium unit that is realising the goal of ‘Māori achieving educational success as Māori’. The unit has eleven kaiako involved in its programmes. NCEA outcomes for rumaki students exceed national targets for Māori learners. Rumaki students also achieve Māori language proficiency, and demonstrate cultural strengths and a strong sense of Māori identity.

The whānau, teaching and administrative staff of the rumaki volunteer much of their personal time to achieve successful outcomes for students. This includes gaining first place in kapa haka for the fourth consecutive year at the annual Polynesian Festival held in Auckland.

The rumaki has a twenty-five year history of successful educational partnership. In 2013 a cogovernance policy was formalised by the board of trustees. At the time of this report, discussions were being held with the Ministry of Education regarding the future of this governance arrangement.

Mainstream Māori students are mentored through additional teacher support and academic counselling. They have opportunities to become involved in Māori assemblies, hangi, mainstream kapa haka and Matariki celebrations. They are increasingly able to gain benefit from the rumaki wananga classes and to expand their knowledge of the Māori world. Mainstream Maōri students achieve at high levels in NCEA qualifications and in University Entrance examinations.

4 Sustainable Performance

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

Western Springs College is very well placed to sustain and improve its performance. A culture of continuous improvement is evident at all levels of the school. The management of change in the school is well considered and carefully paced. Effective, thorough and purposeful self review promotes coherent school-wide processes and systems.

The board of trustees is capable and committed to the long-term interests of the school. Trustees bring varied professional backgrounds to their governance roles. A major component of board work is currently directed towards activities associated with planning the school’s rebuild.

The school’s long-serving principal provides experienced and insightful leadership. School leaders and teachers are a highly effective group of professionals. They continue to be actively focused on the provision of an innovative curriculum. Middle managers provide substantial evaluative reporting for senior leaders and the board of trustees about curriculum developments and the delivery of programmes.

Teacher capability is very high. Teachers are very responsive to students’ needs and requirements for learning. They work collaboratively to stimulate and challenge their students. Carefully tailored professional learning initiatives and high quality teacher appraisal systems contribute to teachers’ ongoing development.

Students have many opportunities to express their views about how the school can improve and influence young peoples’ lives in positive ways. Further confidential surveys of students may help the board to be better assured of student wellbeing within the school’s culture of high expectations.

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 107 international students attending the school.

The school provides very good quality pastoral care and support for international students. The operation and promotion of the school’s international programme is effectively managed. Students are well integrated into the school. Teachers provide relevant and useful learning programmes, including those for building English language proficiency for speakers of other languages. Reflective self review has helped to bring about positive changes to recruitment systems, enrolment procedures, orientation programmes and learning provisions for international students.

Compliance with the Code, information about student achievement and other educational outcomes for international students are regularly reported to the board.

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

Western Springs College provides high quality education for its community. A responsive and innovative curriculum provides rich opportunities for students’ learning and qualifications success. Students flourish in this environment. They are articulate, confident and well equipped to transition into tertiary study and the adult world.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

Deputy Chief Review Officer Northern

19 June 2015

School Statistics

Location

Western Springs, Auckland

Ministry of Education profile number

48

School type

Secondary (Years 9 to 13)

School roll

1293

Number of international students

107

Gender composition

Boys 56%

Girls 44%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cook Island

Chinese

Indian

Tongan

Niue

other Asian

others

27%

55%

3%

2%

2%

2%

1%

1%

2%

5%

Special Features

Rumaki (Māori Immersion)

Auckland Secondary School Centre - alternative education

The Auckland Performing Arts Centre (TAPAC)

Community Education Programme

Review team on site

May 2015

Date of this report

19 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

2010

2007

2004

Western Springs College - 09/11/2010

1 The Education Review Office (ERO) Evaluation

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Students at Western Springs College are highly engaged in learning. They are proud of their school and respond well to expectations to excel. Trustees, teachers and senior leaders have a clear sense of purpose in their governance and management of the school. The school charter values of individuality, creativity, opportunity, friendship and inclusiveness are clearly reflected in school practices. Positive relationships between students and teachers continue to underpin the school’s good practices for teaching and learning.

The college is located in the well established Western Springs community and trustees aim for it to be the school of choice for local families. The college has experienced rapid roll growth in recent years and, as a result, has introduced an enrolment scheme that restricts entry to home zone students only in 2010 and 2011. The board of trustees and staff actively seek parents’ and community members’ participation in the life of the school. The contributions of Pacific and Māori parents through whānau hui are encouraged and valued. The transformation of the physical environment of the college has continued and new buildings have been added, including a centralised student services centre, known as Waiora.

Students make very good progress in the junior school and continue on into thesenior school to achieve high levels of success in the National Certificates of Educational Achievement (NCEA) and the New Zealand Scholarship examinations. High rates of retention and achievement for Māori students in Nga Puna o Waiorea continue to be attained. The planned introduction of individual student’s learning goals and junior subject endorsements will complement well established academic counselling and targeted learning support for students of all abilities. A review of provision of careers counselling for students, and the extension of senior subject options, has resulted in more options being available to students. Student achievement is recognised and celebrated in a wide range of academic, creative, cultural, sporting and leadership areas.

The principal is a capable and productive school leader. Together with the collaborative leadership team, the principal has developed reflective models for planning and reporting that align with the board’s strategic direction. A professional culture has been established throughout the school and senior managers invest resources in order to further develop staff leadership skills. Trustees continue to support the professional leadership of the school and plan targets to further raise student achievement. Trustees regularly review the school charter and maintain cohesive strategies for ongoing school improvement. The development goals identified in the strategic plan provide an effective framework for school self review.

Future Action

ERO is likely to carry out the next review within four to five years.

2 Western Springs College’s Curriculum

How effectively does the curriculum of Western Springs College promote student learning - engagement, progress and achievement?

School context and self review

Western Springs College has continued to strengthen systems designed to raise student achievement. Stable leadership, a well organised leadership team, and a long-serving board chair, are factors in the school’s successful self review and continued development. Previous ERO reports in 2004 and 2007 highlight the school’s high academic achievement and effective pastoral care. The additional strengths identified in ERO’s 2007 report, notably positive relationships, curriculum management, use of achievement data, and intensive professional learning and development, have been maintained and further extended.

The school roll has increased significantly in the last three years and the school’s decile rating has changed from 7 to 8. Trustees decided not to enrol students from out of zone during 2010 and 2011 to limit roll growth and to manage the transition to a student population drawn exclusively from within the school zone. This move, combined with extensive revision of the school charter, informed by community consultation over the last two years, demonstrates the board’s desire to make the college the school of choice for parents and whānau in the community. .

Trustees’ commitment to immersion education and to working in partnership with the Māori school community continues to be evident in the effective operation and administration of the rumaki, Nga Puna o Waiorea. The board and staff value the contribution of the rumaki whānau and take pride in sharing the achievements of students with the community. Rumaki whānau and the board of trustees are currently conducting a feasibility study to explore better ways of delivering a full immersion education for students.

The board has strongly supported the development of representative community groups to increase the role of parents in their children’s education. The board is actively working to further strengthen home-school and community relationships.

The restructure and expansion of the senior leadership team in 2009 and 2010 has resulted in new appointments to fill vacancies and to complement the skills of the established team. Roles and responsibilities are being defined as the new team is being established.

Students are encouraged to do their personal best, whether it be in academic, sports or co-curricular areas. High student achievement is evident in many aspects of school life, including NCEA, kapa haka, sports, learning centre progress, and students making choices that support successful transitions to the workforce.

Areas of strength

Centre for learning. Students experience a purposeful education, supported by teachers’ high expectations for individual students’ learning and success. The majority of classrooms are well resourced and attractive learning environments. Good relationships are evident between teachers and students and facilitative approaches mean that students are engaged in learning, know about the purpose of lessons, and are increasingly able to monitor and evaluate their own progress. The partnership between teachers and students is focused on learning. Open communication is a feature of the school. Senior leaders have carried out a review to provide information about how they could further foster student leadership skills.

Student learning and well-being continue to be well supported and have been further enhanced by the development of a new building to house the integrated student support services, Waiora. A clear focus on reducing barriers to learning, within the school’s deans’ and guidance network, helps to maintain effective communication and proactive approaches to supporting student engagement in learning.

Supporting student learning. Achievement information is well analysed and is used purposefully by teachers to review the effectiveness of learning programmes and to monitor the progress and engagement of students. Progress since the 2007 ERO review includes greater teacher use of nationally recognised assessment tools to set achievement targets for Year 9 and 10 students, and heads of departments’ improved practices for reporting on student outcomes. This improved information supports more effective practices in board decision making and self review.

Wider choices. As a result of the expansion of options and learning pathways, the senior curriculum now includes subjects that are not orientated exclusively to enabling students to gain entry to university courses. The junior school options structure has also been reviewed. Academic and careers counselling for senior students is well developed, and students are encouraged to consider option choices and learning pathways carefully. Broader learning pathways are contributing to greater student retention in the senior school.

Improved monitoring. The academic directors have had a major impact on the monitoring and guidance of senior students undertaking NCEA courses which has been reflected in the significantly improved level 2 and 3 results achieved since their appointment. Strategies to enhance the academic culture of the junior school are currently being established and include individual academic goal setting, subject achievement endorsements, and programmes for enhanced career awareness.

Learning support. The learning centre continues to play a pivotal role in helping to meet students’ wide range of learning needs. Targeted interventions for individuals and groups of students support students’ ability to learn independently. A large number of students self refer, seeking a boost in particular aspects of their learning. Senior students willingly volunteer to tutor and mentor younger students. Good provision continues to be made for gifted and talented students, including those with strengths in sport. Participation in school sports teams and activities has increased significantly over the last three years.

Facilities. Improved facilities and resourcing to support student achievement and engagement include the construction of health and physical education and social sciences blocks, refurbishment of the food technology area and the integration of student services into a single complex. Ongoing investment in information and communication technologies has increased student access to electronic learning. The campus grounds are currently undergoing major renovations.

Support for Māori and Pacific students. The principal and trustees have continued to raise expectations for the retention and achievement of Māori and Pacific students so that rates for these students match those of other students at all levels of the school. Senior staff have been appointed to support the achievement of Māori and Pacific students. The development and success of the rumaki is having a positive impact on achievement in the school. Pacific students report that they have pride in their home cultures. They benefit from ongoing targeted support and monitoring of their rates of success in NCEA.

Collaborative culture to enhance learning. School leaders and heads of departments are working with teachers to further improve teaching and learning. Considerable work has been undertaken to review curriculum documentation so that it aligns with The New Zealand Curriculum. The new charter for the school is well aligned to the principles of The New Zealand Curriculum and provides a platform for curriculum development and improved professional practice. All teachers are involved in learning discussions to consider teaching as inquiry and to develop teaching across all curriculum areas.

Areas for development and review

ERO affirms the school’s priorities for further improvement, which have been identified by the principal and board, in consultation with senior leaders.

Leadership at senior management and curriculum levels. The principal is continuing to improve the leadership skills of the senior team and middle managers. New appointments have been made and roles and expectations have been defined. Effective ways of working, and strategies for team building, are identified and planned.

Consolidating best practice in teaching and learning. Senior leaders and heads of departments are focused on improving practices for teaching and learning. They are working with teachers to develop models of effective teaching that are based on research and best practice. These models include strategies that enable differentiated teaching.

3 Provision for International Students

Western Springs College is providing its international students with high levels of pastoral care and education. Students are well integrated into the life of the school. They receive a good quality programme of English language support and report high levels of satisfaction with curriculum learning programmes. Plans are underway to relocate the international student department to provide more space for these students and staff.

Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Western Springs College 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.

ERO’s investigations confirmed that the school meets the requirements of the Code.

4 Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Western Springs College completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and checked elements of the following five areas that have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

The board of trustees is aware of the need for vigilance to ensure the safety of students, staff and visitors during the extensive property developments that are currently underway.

5 Future Action

ERO is likely to carry out the next review within four to five years.

Richard Thornton

National Manager Review Services Northern Region

9 November 2010

About The School

School type

Secondary (Year 9-15)

School roll

1110

Number of international students

56

Gender composition

Boys 56%, Girls 44%

Ethnic composition

NZ European/Pākehā 63%

Māori 17%

Cook Island Māori 3%

Indian 3%

Samoan 3%

Niuean 2%

Tongan 2%

Chinese 1%

other 6%

Special features

Rumaki (Māori immersion) Auckland Secondary School Centre

Review team on site

September, 2010

Date of this report

9 November 2010

Previous three ERO reports

Education Review, September 2007

Education Review, November 2004

Accountability Review, December 2001

9 November 2010

To the Parents and Community of Western Springs College

These are the findings of the Education Review Office’s latest report on Western Springs College.

Students at Western Springs College are highly engaged in learning. They are proud of their school and respond well to expectations to excel. Trustees, teachers and senior leaders have a clear sense of purpose in their governance and management of the school. The school charter values of individuality, creativity, opportunity, friendship and inclusiveness are clearly reflected in school practices. Positive relationships between students and teachers continue to underpin the school’s good practices for teaching and learning.

The college is located in the well established Western Springs community and trustees aim for it to be the school of choice for local families. The college has experienced rapid roll growth in recent years and, as a result, has introduced an enrolment scheme that restricts entry to home zone students only in 2010 and 2011. The board of trustees and staff actively seek parents’ and community members’ participation in the life of the school. The contributions of Pacific and Māori parents through whānau hui are encouraged and valued. The transformation of the physical environment of the college has continued and new buildings have been added, including a centralised student services centre, known as Waiora.

Students make very good progress in the junior school and continue on into thesenior school to achieve high levels of success in the National Certificates of Educational Achievement (NCEA) and the New Zealand Scholarship examinations. High rates of retention and achievement for Māori students in Nga Puna o Waiorea continue to be attained. The planned introduction of individual student’s learning goals and junior subject endorsements will complement well established academic counselling and targeted learning support for students of all abilities. A review of provision of careers counselling for students, and the extension of senior subject options, has resulted in more options being available to students. Student achievement is recognised and celebrated in a wide range of academic, creative, cultural, sporting and leadership areas.

The principal is a capable and productive school leader. Together with the collaborative leadership team, the principal has developed reflective models for planning and reporting that align with the board’s strategic direction. A professional culture has been established throughout the school and senior managers invest resources in order to further develop staff leadership skills. Trustees continue to support the professional leadership of the school and plan targets to further raise student achievement. Trustees regularly review the school charter and maintain cohesive strategies for ongoing school improvement. The development goals identified in the strategic plan provide an effective framework for school self review.

Future Action

ERO is likely to carry out the next review within four to five years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services Northern Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • the Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.