Appendix 2: Self review questions

Identifying students needing support

Which students at our school require additional support? Who are these students and what support do they need? Do we currently provide that support?

What processes exist at our school to identify and support individual learners who need support? How well do the academic, pastoral and careers aspects of our school work together for each of these students?

To what extent do we have systems in place to respond quickly and effectively to students whose attendance, behaviour and/or learning are not on track?

A supportive adult

How effective is our school in actively supporting the success of students at risk of underachievement? Do our students have access to a staff member who works as a mentor, provides direct support and is able to broker opportunities to gain NCEA credits?

Do students receive regular, specific and constructive oral and written feedback about what they have successfully achieved and what they need to work on next?

Tracking and monitoring students

To what extent can our teachers easily identify how many NCEA credits have been achieved by a student across each of their subjects and overall?

To what extent does our teaching staff follow the school’s systems to enter attendance and achievement data in a timely manner?

What processes do we have in place to identify and support students if they fall behind on NCEA assessments?

Is information about students’ progress and achievement shared and discussed by all their teachers?

Building learning partnerships

Do we provide our students’ parents with clear information about programme choices, qualifications requirements, career pathways?

Do the parents of our students understand the pathways and goals of their teenager? What systems do we use to tell parents about their teenager’s progress and involve them in processes to support student success?

Effective school self review

How well is our school focused on improving its responsiveness to students across academic, pastoral and career domains? How responsive is the curriculum to students, parents and whānau aspirations?

How well do our Māori and Pacific students achieve? What is needed to significantly improve the curriculum for individual Māori and Pacific students at our school now? What school-wide strategies might be needed to improve our responsiveness for groups such as Māori students and Pacific students?

How well prepared are our school leavers? What information does our school have about the destinations of its leavers? How well prepared were they for their pathways from school? What can our school do to better prepare future school leavers?

Do we seek student voice as part of our regular self-review processes? Would our students say that their teachers never give up on them?