Appendix 1: Indicators - CYF residential schools

This document sets out the indicators for the review of the education in CYF’s residential schools. The indicators below provide an outline of the sorts of features expected in high quality teaching and learning for the students in these centres. Depending how the education provision is managed at these residences, additional features may be apparent, likewise some of the indicators below may not be directly relevant.

The quality of induction

Induction to a CYF residential school

  • Staff and students provide a welcoming environment for new students
  • The school’s induction process is organised and welcoming for students and their families
  • The induction programme allows students to make positive relationships with existing students
  • The induction programme works well at all times of the year (ie during ‘school holidays’ if possible)
  • Students have a clear idea about what is expected and gain a sense that they can belong
  • Multi-disciplinary and/or special educational support is identified as early as possible
  • There are coordinated linkages between school, family and social service agencies

Identifying student needs

  • The school uses valid and reliable approaches to identify the educational strengths and weaknesses of new students
  • The school has sought and used the student’s point of view with regard to what supports their inclusion and learning (decision-making)
  • The school has processes in place for identifying and supporting the needs of students in relation to any physical, sensory, psychological, neurological, behavioural or intellectual impairments
  • The school has culturally responsive processes to identify and support the needs and aspirations of Māori and Pacific students and their whānau/families

The quality of teaching

Pedagogy for at risk students

  • There are small classes leading to individual attention
  • The classes operate at times throughout the year
  • There are clear goals and expectations for classroom activity and student work
  • Staff have high expectations and express these often
  • Learning is valued by staff and students
  • There are close relationships between staff and students with adult educators operating as respected leaders and role models
  • Staff understand and affirm the cultural backgrounds of the students (ie they are appreciated for their understanding of a variety of protocols, such as Māori, Pacific, Teenage)
  • Staff say the names of students correctly as part of their knowledge and understanding of student cultural backgrounds
  • There are non-authoritarian and non-coercive classroom structures where power is shared between the student and teacher, eg classroom rule sharing, negotiated outcomes (excellence)
  • Teachers recognise that previous structures have not worked for these students
  • Teachers assume that students can succeed and are not fatalistic or judgemental about what a student may bring (socially or culturally) to the classroom
  • Staff are compassionate, actively listening to students and reflecting their points of view
  • Staff support the development of student self-management
  • Staff apply strategies to limit negative behaviour
  • Teachers are both firm and flexible in how they manage classrooms, eg teachers need to let retaliation go and minimise the need for direct confrontations with students
  • Staff display understanding (sensitivity) in responding to student needs
  • Staff and students support each other to achieve
  • Classroom activity is engaging and challenging for students, rather than ‘dumbed-down busy work’
  • Educational activities involve (a degree of) authentic problems, and are relevant to students
  • Topics and themes link to situations outside the classroom context and have some immediate relevance and meaning to students
  • Students are able to investigate their own questions
  • Students are able to work together in some situations, discussing ideas, reaching conclusions and teaching each other
  • Teachers recognise that motivation is likely to be a bigger challenge than ability for many students
  • Students are taught to evaluate their own learning and are aware of their achievements and next steps
  • Classroom activities take into account the individual needs of students
  • Priority is placed on identifying and developing the strengths of all students

Pedagogical culture and environment

  • The overall culture of the school is supportive of students learning and developing in positive ways
  • There is a warm, nurturing and safe atmosphere
  • Humour is used to support the development of positive relationships among staff and students
  • Students express a sense of security and comfort with the environment
  • Staff show enthusiasm about making a difference for students
  • Staff demonstrate the importance of social and pastoral care as a pathway to support the achievement of students
  • The school has highly responsive systems and personnel, focussed on the social and educational needs of students

Quality of curriculum, planning and assessment

  • There are high quality processes used to identify and remove the barriers to achievement faced by students
  • Planning reflects the need to identify and develop the interests and strengths of students (ie has good links to IEPs and the overall CYF’s goals for students)
  • Educational activities involve authentic problems that are relevant to students
  • Topics and themes link to situations outside the classroom context and have some immediate relevance and meaning to students
  • Students are able to investigate their own questions
  • Resources are appropriate, accessible and enhance the programme
  • Classroom activity is engaging and challenging for students, rather than ‘dumbed-down busy work’
  • Student learning develops the literacy and numeracy of students
  • Students receive high quality feedback on their learning
  • High quality career education and guidance is given with an emphasis on transition to the workplace or further education/training;

Individual Education Plans (IEPs)

  • IEPs have clear goals for learning or development
  • IEPs explain the processes to be used to support students to reach their goals
  • IEPs are integrated into the exit transition of the student
  • IEPs are regularly reviewed and revised in line with student progress and needs
  • IEPs contain a plan for future education/employment
  • IEPs contain an understanding of the student’s exit transition and what has to happen to support that transition
  • IEPs include an indication of what the young person wants to achieve in the residence to prepare them for their future; education/employment

Student engagement

  • Students are engaged in discussions about their learning processes
  • Students have an opportunity to explore their interests and strengths
  • Students have clear and challenging goals or expectations for learning
  • Students take responsibility for their own learning
  • Students state that they enjoy their work and can say how it is relevant to their ongoing achievement

Student achievement

  • Student’s show signs of meaningful progress during their time at the school
  • Students are achieving in national qualifications (age 14 )
  • Work samples provide evidence that students are achieving
  • Families/whānau are satisfied with their child's achievement

Numeracy and literacy development

  • High priority given to achievement in literacy and numeracy
  • Planning in literacy and numeracy is appropriate for meeting the specific requirements of each student;
  • Resources are appropriate, accessible and enhance the programme
  • Students are positive about the progress they are making
  • Students initiate aspects of their own learning
  • Diagnostic assessments describe each young person’s ability in reading (especially in decoding and comprehension), writing and numeracy
  • A variety of relevant activities are used to support and increase student reading, writing and numeracy
  • Oral language strategies are used to support language development
  • Students receive positive feedback about their work
  • Progress in numeracy and literacy is recognised and recorded in IEP documentation

The quality of the relationship between the teaching and learning programme and CYF’s overall plan for each student.

The alignment between the overall CYF plan and the teaching and learning programme

  • IEPs take into account the goals CYF staff have facilitated or coordinated to support the development of students
  • Teaching staff adapt the learning programme based on the identified needs of students via their CYF-based goals or information

The links between educational staff and CYF staff

  • Education and CYF staff meet regularly to review the progress of students
  • The education and CYF staff develop joint strategies to support the learning and development of students

The exit transition

The quality of transition planning

  • Exit transition planning is based on the progress students have made
  • The exit transition planning details the types of support students will receive for their ongoing learning and development
  • The exit transition includes clear roles and responsibilities for the student and those supporting the student after they leave the school

The links between new schools or training providers

  • There is a high level of coordination and collaboration between the CYF school, the new school (if any), family and social service agencies
  • The contracts with any additional providers are consistent with CYF care plans for students
  • Post programme support is ongoing until the student is well established in further training or the workforce (outside of the CYF direct responsibility but important for the overall review)

Relationships with external agencies

  • The school’s staff work collaboratively with agencies such as health, iwi, and Non Government Organisations (NGO) to support the multiple needs of student in transition

Links with families

  • Whānau/families are included so that they can support the ongoing development of their child or young person
  • The exit transition includes adequate support for whānau/families to provide suitable support for the ongoing development of students once they have left the CYF school

Monitoring of the exit transition

  • The student’s destination is monitored and recorded
  • The exit outcomes of students are analysed to inform the quality of future exit processes for students