Marcellin College

Education institution number:
63
School type:
Secondary (Year 7-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
594
Telephone:
Address:

617 Mt Albert Road, Royal Oak, Auckland

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Marcellin College - 28/09/2017

Summary

Founded on the teachings of Saint Marcellin Champagnat and in the Marist tradition, Marcellin College has provided education for boys since 1958, and for girls and boys since 1983. Currently the college caters for around 500 students from Years 7 to 13. Most students and their families are of Pacific descent. The roll includes about 50 Māori students, and others from diverse cultural backgrounds.

Students transition into Marcellin College at either Year 7 or Year 9 from over 50 different primary schools, with most students travelling some distance to attend.

At the time of the 2014 ERO report a new principal had just been appointed. She had a clear mandate to promote change and improvement. Since that time, a number of long-serving staff have retired. New appointments have been made to the senior leadership team, to curriculum areas throughout the school, including a new leader for Years 7 and 8, and to the support staff. The chairperson and many trustees are also new to the school’s governance board.

The 2014 ERO report noted that positive relationships throughout the school were a significant feature. Areas for improvement including governance, leadership, curriculum design, teaching practice and the use of achievement information. Considerable progress has been made in all these areas.

Professional support has been accessed to promote teachers’ understanding and use of achievement information, the use of digital devices and effective literacy strategies. The school is also promoting positive behaviours for learning based on restorative practices.

The school is part of the Te Iti Kahurangi Community of Learning|Kāhui Ako (CoL) that involves seven other local schools.

How well is the school achieving equitable outcomes for all children?

The school responds well to children whose learning and achievement need acceleration. Many school processes are effective in enabling the achievement of equity and excellence. The principal’s professional leadership has resulted in improvements, especially for Māori and Pacific learners.

The school’s special character enhances the inclusive and collaborative approaches being encouraged throughout the school. Staff and students embrace the school’s cultural diversity. Many teachers use students’ cultural backgrounds as the basis for designing learning programmes. Māori students appreciate the increasing, school-wide focus on biculturalism and on their identity as Māori. Most teachers are responding positively to increasingly high expectations to improve teaching and learning. Many teachers are dedicated to making the changes required to promote positive outcomes.

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is effective in its response to Māori and other children whose learning and achievement need acceleration.

School leaders and teachers know learners very well. This is a significant aspect of their response to promoting equity and excellence. They identify students’ learning strengths and needs, and apply targeted and individualised actions that promote success. Leaders closely monitor the support provided and regularly evaluate the progress that learners make.

Learners with special educational needs are very well supported and achieve success in national qualifications. The new leader of this area of the school works in partnership with whānau to plan for individual students’ needs and aspirations.

Teachers are beginning to understand how to use student achievement data to plan learning programmes and reflect on their practice. This information is now easily accessible to leaders and teachers throughout the school.

The school’s analysis and use of achievement information is improving with school leaders knowing how well different groups of students achieve, and especially those requiring accelerated support. However, the lack of valid data from Years 7 to 10 makes it difficult for school leaders to know how students’ progress has accelerated over time.

In National Certificates of Educational Achievement (NCEA), most Māori students achieve Levels 1 and 2 qualifications, and many achieve Level 3 and University Entrance. In addition, the number of merit and excellence endorsements achieved by Māori students is better than for other groups in the school.

Pacific students also achieve very well in NCEA with results similar to or better than those for Māori students. Other groups of students such as Indian and Filipino achieve very well in NCEA.

The school has improved the validity of its National Standards achievement information for Years 7 and 8. The new leader of Year 7 and 8 is continuing to support teachers to make overall judgements about children’s achievement. This work could help to explain the variable achievement levels from 2014 to 2015.

The school’s 2016 information shows that nearly 70 percent of the Year 7 and 8 group achieved at or above the National Standard in reading and writing, and about 60 percent in mathematics. However, only 40 percent of Year 8 students achieved at or above the Standards. In-school disparity is evident between boys and girls. There is also disparity between achievement data for Māori and Pacific students and that of other ethnic groups.

Teachers’ moderation of NCEA internal assessment is robust. They are beginning to develop an understanding of assessing and moderating work for students from Years 7 to 10. School leaders plan to continue supporting all teachers to use achievement data to inquire into their practice and plan learning programmes. Other next steps include:

  • developing a consistent and meaningful assessment approach for students in Years 9 and 10 using curriculum levels
  • continuing to promote effective teaching practices for students in Years 7 to 10.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

Many school processes are effective in enabling the achievement of equity and excellence.

The principal has led improvements in school-wide opportunities and outcomes for students and staff. Many leaders throughout the school are meeting increasingly high expectations to improve the quality of curriculum design, and teaching and learning. The principal and other school leaders lead and manage change effectively, recognise staff strengths and provide increasing levels of professional challenge.

Teachers have opportunities to access and share data, discuss teaching practices and contribute to the school’s strategic decision making. These practices are promoting a shared ownership of the school’s direction, and are building relational and professional trust. Improvements in the school’s curriculum include:

  • greater recognition of biculturalism, alongside the value shown for multiple ethnicities
  • increased use of digital technologies in learning programmes
  • shifts towards student-centred teaching and learning approaches
  • enhanced partnerships between the school, students and homes.

Students are settled and focused on learning. There are examples of teachers providing good opportunities for learners to collaborate, and to engage in creative and challenging learning experiences. Students’ engagement in and enjoyment of learning is enhanced by relevant educational trips and experiences outside of the classroom. Their wellbeing is very well supported by the school, and recognised as a precursor to their learning.

Senior students have access to a wide range of subjects that promote academic and vocational pathways. Many of the NCEA courses are designed appropriately to meet the learning needs of different groups of students and encourage their success. Some teachers personalise learning for individual students and many design programmes that are culturally responsive, and include relevant and meaningful concepts.

Senior students’ leadership of school events and of aspects of the curriculum provides a vehicle to showcase their skills and strengths. Leaders and teachers value their input and respond to their opinions and suggestions. This good practice enhances the special character values and family spirit that unite the school community.

Parents’ contributions and engagement are encouraged. They appreciate the principal’s vision and approach, and feel welcomed and included in their children’s learning journey. Parents and students engage enthusiastically in cultural and language days, and in the Auckland Schools’ Māori and Polynesian Festival. Parents are increasingly confident that their concerns are heard and managed well.

The board of trustees is well led and meets its governance responsibilities effectively. Trustees are very supportive of the principal. They are focused on making strategic improvements such as upgrading classrooms to facilitate more open and innovative learning programmes, especially for Years 7 and 8.

Internal evaluation is well understood by the principal and board as a lever for change and improvement. Trustees receive comprehensive information from the school that allows them to measure progress made towards reaching their strategic goals. The board has rewritten and rationalised its policies so that they reflect the school’s positive Marist Champagnat character, and meet legal requirements. Trustees are strengthening relationships with the proprietor’s board.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The school has good processes in place to further promote equity and excellence for Māori, Pacific and all other students.

Senior leaders recognise the need to develop a shared understanding of the vision, leadership structure and teaching practices required for a seamless Year 7 to 13 curriculum. Facilitated support would also help the school promote consistent moderation and assessment practices for students in Years 9 and 10. The board and senior leaders agree that further developments also include:

  • making achievement targets more specifically focused on those students whose achievement needs acceleration

  • providing opportunities for students to access te reo Māori and Pacific languages

  • trustees developing a governance manual and using evaluation indicators to measure their effectiveness as a board.

School leaders are planning with other CoL schools to moderate their assessment practices and improve how they report to parents.

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

  • 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 the Education (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 three international students attending the school.

The school continues to provide very well for its international students, ensuring that their wellbeing and learning needs are met. International students are highly involved in the life of the school. They feel supported and cared for by their teachers and are achieving well.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • continue developing a seamless Year 7 to 13 curriculum with a strong focus on promoting effective teaching practices in Years 7 and 8

  • develop a consistent and meaningful assessment approach for Year 9 and 10 students.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)Te Tai Raki - Northern Region

28 September 2017

About the school

Location

Royal Oak, Auckland

Ministry of Education profile number

63

School type

Catholic Integrated Years 7 to 13

School roll

528

Gender composition

Boys 57% Girls 43%

Ethnic composition

Māori
Pākehā
Tongan
Samoan
Filipino
Indian
Cook Islands Māori
African
Fijian
Niue
other

8%
2%
29%
24%
17%
6%
3%
2%
2%
2%
5%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

28 September 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

December 2014
September 2011
November 2008

Marcellin College - 15/12/2014

Findings

Marcellin College is an integrated Year 7 to 13 Catholic coeducational college with a culturally diverse roll. The college provides a welcoming and inclusive environment for students. Students at Years 11, 12 and 13 achieve well at NCEA. The college continues to promote positive relationships with its school community.

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?

Marcellin College in Royal Oak Auckland is an integrated Year 7 to 13 Catholic coeducational school with a roll of over 600. Fifty four percent of the students are of Pacific descent. The college provides a welcoming and inclusive environment for students. The majority of students travel from outside the area. The school continues to promote positive relationships with its school community.

Students and parents speak convincingly about the college being a family. The college's six guiding values are practised by students and teachers. Parent feedback reflects the importance placed on these values in teaching and learning programmes.

Since ERO’s 2011 report, the college has taken very good steps to extend leadership opportunities for senior students. Leadership roles for students at other year levels have also been strengthened. With the completion of the gymnasium and the dance and drama suite, students have gained further opportunities to learn and achieve. The school's learning environments and grounds continue to be well maintained.

An experienced chairperson leads the board of trustees. Trustees are committed to serving the college and to promoting 21st century learning for students. The long serving principal retired at the end of 2013. The board has employed acting principals for the duration of 2014. A new principal has been appointed to lead the college from January 2015.

2 Learning

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

Senior leaders gather and collate assessment information. Their analysis of this data shows how well students make progress and achieve during the year. Leaders share this information with students, parents and the board. However, this data is not always clear. At Year 7 and 8 for example, teachers could be more explicit when reporting National Standards information to parents.

Assessment information is used to place Year 7 to 10 students in classes according to their learning needs. Some students move to different classes during the year as their achievement changes. This results in students having to build new relationships with other students and teachers.

National Certificates of Educational Achievement (NCEA) results over the past three years show that students continue to achieve well at Level 1, 2 and 3. However, Māori students as a group are not achieving as well as other students in the school, in the region and nationally, The board agrees that it is a priority to address this as part of the school’s strategic planning.

There is variability in the extent to which teaching is focused on students’ specific learning needs. Some heads of department use students’ interest areas to improve student engagement and achievement.

Leaders should now support teachers to inquire into their practice by analysing student achievement information from their own classes over time. This approach would help teachers to promote students’ engagement, progress and achievement and assist them to further align teaching practices to The New Zealand Curriculum. Whole staff professional development would help teachers and school leaders to make better use of achievement information to evaluate the impact of their teaching practices on students' learning and progress.

3 Curriculum

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

The school's curriculum promotes and supports student learning well. Teachers and students have good relationships with one another. There is a positive tone in the college and classrooms are very settled. Students are engaged in their work and the use of common literacy strategies has helped to improve the quality of writing school wide.

In Years 11, 12 and 13, students have access to a wide selection of subjects. The college is expanding learning and achievement opportunities outside the classroom. Students can investigate alternative learning pathways to support their career choices. Some departments are exploring integrated approaches across curriculum areas. This initiative is encouraging students to remain at college until Year 12. It is also promoting student engagement and higher levels of achievement.

School leaders are committed to supporting all students to experience success. Students appreciate how teachers include their different cultures in teaching programmes. Teachers offer tutorials before and after school, during interval and lunch breaks, and in weekends. This is helping students to achieve academically. Teaching students from different year levels in senior classes is a challenge for some teachers, although this is counter-balanced with smaller numbers of students in these classes.

The college regularly reviews the curriculum. Heads of Department measure common goals and share their findings. Further development is required in the Years 7 to 10 curriculum. Changes could include a more coordinated approach to develop and provide a seamless curriculum that promotes students’ independent learning.

A senior leader heads a strong pastoral care team. This team provides a good range of strategies to support student wellbeing. Students acknowledge the significance of the work carried out by their deans and tutor teachers. They are supported to take on leadership roles which include being peer mediators, prefects and whānau leaders. School leaders recognise that developing restorative practices is an important next phase in promoting student wellbeing.

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

Teachers identify Māori students in each of their classes. Events like Matariki and Te Wiki mo Te Reo Māori are celebrated. Students welcome visitors to the school using appropriate tikanga. Some departments include contexts relating to te Ao Māori in their curriculum.

However, a formalised plan is needed to fully enact the board’s Treaty of Waitangi policy. School leaders should also develop shared strategies or goals to promote educational success for Māori students as Maori. Ministry of Education resources could guide this development. Teachers could use the Registered Teacher Criteria to examine the term ako and how it aligns to their teaching, their professional learning and to students in their classes.

4 Sustainable Performance

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

The board of trustees at Marcellin College is repositioning itself to improve and sustain the school’s performance. Trustees have been strategic in the appointment of an acting principal to manage the college until the new principal begins at the start of 2015. The acting principal, in consultation with the new appointee, is leading the board through a review of policies to align with the board’s review of its three year strategic plan.

ERO and the board agree that important next steps include:

  • senior leaders working with an external facilitator to promote a shared understanding of effective leadership practice
  • accessing an external appraiser to appraise the performance of the senior leadership team
  • teachers using student achievement data more effectively during the year to inform their teaching
  • increasing teachers' bicultural competencies to help raise Māori student achievement
  • strengthening how self review throughout the college is conducted, documented and used to facilitate school improvement.

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 college.

International students are well integrated into the life of the school. They are encouraged to enter courses that will take them into tertiary study. A specialist literacy teacher supports their learning, providing extra tuition where necessary. International students achieve well in their classes.

Good pastoral support is given to international students. As well as the school’s strong pastoral network, other specialist external agencies are available to these students. The coordinator meets regularly with host families, teachers and deans. She attends cluster meetings with coordinators from other schools. This helps to ensure the school is well informed about current best practice for international students.

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

Marcellin College is an integrated Year 7 to 13 Catholic coeducational college with a culturally diverse roll. The college provides a welcoming and inclusive environment for students. Students at Years 11, 12 and 13 achieve well at NCEA. The college continues to promote positive relationships with its school community.

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

Dale Bailey

National Manager Review Services

Northern Region

15 December 2014

School Statistics

Location

Royal Oak, Auckland

Ministry of Education profile number

63

School type

Secondary (Years 7 to 13)

School roll

643

Number of international students

4

Gender composition

Male 56%

Female 44%

Ethnic composition

Maori

NZ European/Pakeha

Pacifica

Asian

other

7%

8%

58%

24%

3%

Review team on site

October 2014

Date of this report

15 December 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2011

November 2008

June 2005