Auckland Secondary Schools' Centre

Education institution number:

6109

School type:

Activity Centre

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Website:

http://www.assc.school.nz

Telephone:

09 376 4769

Address:

272A Jervois Road, Herne Bay, Auckland

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Auckland Secondary Schools' Centre - 14/12/2017

14 Dec 2017

Introduction

Auckland Secondary Schools’ Centre is one of 14 Activity Centres in New Zealand that cater for secondary school students (Years 9 to 13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes.

Activity Centres provide a specialised learning programme which will lead to increased attendance, engagement and achievement at school, social outcomes and successful transition rates. Registered teachers support students to increase their achievement and engagement in education guided by an Individual Learning Programme (ILP) which is responsive to the needs of each student. The ILP details the student’s learning goals and is developed in partnership with the student, teacher, parents/whānau and enrolling school.

A key component of the programme for activity centre students is to successfully transition back into the enrolling school or move on to further education or employment.

Western Springs College is the managing school for this activity centre. The school's board of trustees holds governance responsibility for the activity centre and is responsible for providing high quality educational service in a physically and emotionally safe learning environment.

Terms of reference

This review is based on an evaluation of the performance of Auckland Secondary Schools’ Activity Centre in relation to the terms of reference developed with the Ministry of Education. The terms of reference are:

management and governance practices including planning, internal evaluation and professional capacity building
the use of information to plan and implement individual programmes for, and with, students, and to monitor their progress
support for students to achieve improved social and educational outcomes
educational and social outcomes for students, including the extent to which students’ learning has been accelerated
students’ experience of interagency support for them and their families
transitions in and out of the Activity Centre.

The key evaluative question is:

How effective is this Activity Centre at achieving positive outcomes for students?

Context

Auckland Secondary Schools’ Centre opened in the late 1980s and caters for up to 20 students in its central Auckland location of Herne Bay. Students are drawn from up to 50 different secondary schools throughout the central, north, east and west of Auckland. Currently students are all from years 9 - 11.

Currently, 14 students are enrolled from about 13 different secondary schools. There is a relatively balanced gender mix of students, and most are either Pākehā or Māori with a small number of Pacific students.

The long-serving director is on study leave for 2017. An experienced teacher, new to the activity centre, has the role of acting director. Three other part-time, registered teachers and two teacher aides make up the teaching team. A part-time administrator supports the daily running of the centre.

The new principal of the managing school, Western Springs College, has a long association with the management of the activity centre. He continues his involvement alongside the school’s deputy principal and the board of trustees.

The 2013 ERO report identified many areas of good practice that continue to be evident. An area for continued development identified in the report was to ensure that staff have access to appropriate professional learning with other activity centre staff.

Since the 2013 ERO evaluation, the activity centre has received approval from the Ministry of Education for rebuilding. This development is expected to be completed in 2018.

Findings

How effective is the Activity Centre at achieving positive outcomes for students?

The activity centre is effective in achieving positive outcomes for students.

Leaders understand clearly the overarching expectation for students to return to their enrolling schools. Their own strategic goal is to have 85 percent of students reintegrating into enrolling schools. This has been achieved at different times over the 2014 to 2016 period.

On average over the past seven years, 72 percent of students returned to their enrolling schools or to tertiary education. This figure compares with 66 percent in 2016 who either returned to their schools or entered tertiary education. Some students who do not return to secondary schooling remain at the activity centre. A small number move into employment.

Staff are successful in supporting young people to be more reliable with regard to attending school. This aspect is one of the centre’s key valued outcomes, and success is evident in the high number of students who improve their attendance patterns while at the activity centre.

Staff have high expectations for students to complete learning tasks, work independently and be accountable to their peers for learning and behaviour. As a result, students learn to develop confidence speaking in a group, and learn skills to manage their own behaviour.

Most students adequately complete their Te Aho o Te Kura Pounamu (Te Kura) correspondence programmes. Older students achieve credits for National Certificates of Educational Achievement (NCEA) in subjects of choice and interest.

What is the quality of governance and leadership of the Activity Centre?

The quality of governance and leadership of this activity centre is good.

The managing school leaders and board of trustees are very supportive of activity centre staff and the daily operation of the facility. This support includes input into strategic planning and the development and review of policies. Communication between the managing school and the activity centre is regular and positive.

The management committee comprises delegates from the managing school and selected enrolling schools and a parent representative. The committee meets regularly to support centre staff and to evaluate the impact of programmes on students. These meetings, and other clear and well managed systems support positive transitions for students, including helping students to reintegrate back into secondary school.

Both the acting director and director, currently on leave, provide good leadership for staff and students. They value the skills and strengths of staff and promote a positive and inclusive culture.

The appointment of two additional teachers who support the teaching programme in a part-time capacity enhances teaching and is promoting staff wellbeing. Next steps for the principal and board chair will include further improving the provision of non-contact time for teachers, supporting staff to access counselling supervision and aligning policy review with legislative changes and requirements.

How effective are the selection and transition processes?

The selection and transition processes for this activity centre are effective.

Student selection is a collaborative process involving the relevant staff of the enrolling school and activity centre, and consultation with families. Students and families are welcomed into the centre. Students are very well supported to understand expectations and be part of the centre routines and activities. This inclusive approach has students working alongside a staff member to prepare, cook and serve lunch for other students and staff. These experiences of preparing and sharing meals are prefaced by student-led karakia. Students and staff enjoy this family-like experience that provides opportunities to learn how to socially interact around meal times and to informally converse.

Staff regularly monitor and check in with students and families/caregivers about their experience of transitioning into the centre. The centre director meets with each student more formally as often as necessary during the school week.

The success of transitions back to secondary schools depends largely on the individual needs and preferences of students and their families. Some students and whānau choose to attend another secondary or tertiary facility, and some students move onto work.

Leaders have some information about the ongoing success of students who return to their enrolling schools. However, it is generally difficult for them to track students’ longer-term progress beyond transitioning out of the activity centre.

How well does the Activity Centre identify the social, emotional and academic needs of each student?

Staff clearly identify and have a very good understanding of students’ various social, emotional and learning needs. They have very good systems to assess, monitor and support young people during their time at the centre. This information is shared at least weekly with students, parents/caregivers and enrolling schools.

Leaders and teachers access relevant specialist health services, including counselling to cater for the individual needs of students and families. High staff ratios provide students with opportunities for individualised support and guidance from their teachers. Staff set clear boundaries and establish routines for all students to create a settled and productive environment.

How well do the specialised learning programmes meet the needs of each student?

The specialised learning programmes generally meet the needs of students well.

Students are very settled in their learning environment and focus on independent learning tasks. Teachers at the centre mostly use tasks available from Te Kura. Teachers and teacher aides ably support students with their Te Kura work, and provide group programmes that improve literacy and numeracy skills.

Health education programmes appropriately support students’ wellbeing and integrate programmes run by outside agencies. Physical education programmes are limited by the facility and resources, but staff and students make good use of nearby sports grounds and local swimming pool. Onsite programmes generally comprise of group games and fitness activities. Students participate either in weekly public service or work experience, and all take turns to plan and cook lunch for other students and staff. These varied programmes engage students, improve their social skills and promote their confidence.

The centre has a good process for using individual education and behaviour programmes (IEBPs). This system is currently under review in 2017. Students’ progress towards meeting learning and behaviour goals is measured through daily reflections. Leaders plan to re-establish the use of IEBPs for students later in 2017.

Currently, teachers question whether Te Kura courses are the most effective use of learning time, or provide appropriate pathways for all students. Teachers agree that it could be useful to evaluate this approach and the overall effectiveness of the current curriculum design and enactment. Conducting such an evaluation would help teachers to ensure that programmes are increasingly relevant, integrated and authentic for students.

How effectively are students prepared for their future pathways?

The activity centre is mostly effective in formally preparing students for their future pathways.

Students experience varied useful programmes including good connections with local business and enterprise that prepare them well for their future pathways. They are well supported to develop the skills and knowledge required to seek employment or to access further study. Leaders plan to evaluate and refine their IEBP model in 2018 to ensure that it appropriately captures students' planning for their futures, including career pathways.

Teachers maintain very good communication with enrolling schools while students are at the activity centre, and especially if students plan to transition back to their secondary school. Teachers also have good knowledge about students’ future interests and career aspirations.

Recommendations

ERO recommends that the principal and board chair further improve the provision of non-contact time for teachers and support staff to access counselling supervision and align policy review with legislative changes and requirements.

In addition, ERO recommends that teachers evaluate the overall effectiveness of Te Kura courses and the current curriculum design and enactment.

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

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

14 December 2017

About the Activity Centre

Location	Herne Bay, Auckland
Ministry of Education profile number	6109
School type	Activity Centre
School roll	12
Gender composition	Boys 8 Girls 4
Ethnic composition	Pākehā Māori Tongan Cook Island Māori Samoan	5 3 2 1 1
Review team on site	August 2017
Date of this report	14 December 2017
Most recent ERO report(s)	Special Review Special Review Special Review	January 2013 October 2009 March 2009

Auckland Secondary Schools Activity Centre (ASSC) - 23/01/2013

23 Jan 2013

1 Background

Introduction

Auckland Secondary Schools Activity Centre (ASSC) is one of 14 activity centres in New Zealand that provide alternatives for students in Years 9 to 12. Students are referred by their enrolling schools to activity centres because they are likely to benefit from a specialist programme that will meet their social and educational needs.

Once accepted at ASSC, students remain on the roll of the enrolling school, and attend the centre for periods that vary in length depending on students’ readiness for a successful return to schooling. Students stay a maximum of that calendar year.

The programme of learning for students at ASSC should improve:

the attendance of students
students’ academic achievement
students’ personal and social skills, through a programme that is based on the core competencies of The New Zealand Curriculum or the graduate profile in Te Marautanga o Aotearoa.

A key component of the programme is the successful and planned transition back into enrolling school or on to further education for activity centre students.

The host school’s board of trustees is responsible for the governance of this activity centre.

The Activity Centre Policy Toolkit

In June 2011, the Ministry of Education released, through regional Ministry offices, the Activity Centre Policy Toolkit (The Toolkit). [1] The Toolkit was produced as a result of a review of funding models for Activity Centres and Alternative Education commencing by the Ministry in 2010. The Toolkit is intended to guide centres with respect to their policies and procedures, and inform those associated with them about their roles and responsibilities.

Terms of Reference

This review is based on an evaluation of the performance of Auckland Secondary Schools Activity Centre (ASSC) in relation to the terms of reference for this review. The terms of reference are:

educational and social outcomes for students, including the extent to which students’ learning has been accelerated
the use of information to plan and implement individual programmes for, and with, students, and to monitor their progress
management and governance practices including planning, self review and professional capacity-building
support for students to achieve improved outcomes
students’ experience of interagency support for them and their families
transitions in and out of the activity centre.

2 Context

Auckland Secondary Schools Centre is an attached unit of Western Springs College. It caters for students in Years 9 to 12 and has a nominal roll of 20 students. The roll this year has ranged from 13 to 18 students. The centre serves a cluster group of approximately 40 secondary schools. The director is responsible to the Western Springs College board of trustees and the centre is supported by a Management Committee made up of representatives from some of the enrolling schools.

The centre’s aim is ‘to provide academic, social, vocational and practical education to meet the needs of individual students who might otherwise be placed at a disadvantage later in life, and to facilitate such changes as might be necessary to enable them to move successfully back into regular high school or further education.’ Students remain on the roll of their original school and there is an expectation that the school and the activity centre will communicate about the students’ social and academic progress and achievement.

The previous 2009 ERO report noted significant areas of good performance in the care and support of students and their learning. In particular the report identified the centre’s success in returning students to their enrolling school.

Since the previous ERO review the acting director has been made permanent, and a new teacher has been appointed. Staff are committed to providing high-quality guidance and challenge for the students who spend time at the centre. They are well regarded and respected by students and adults who have contact with the centre. Matters to do with appraisal and safety have been addressed. There remains a need to improve strategic planning for the centre within its cluster.

3 Findings

Staff at the centre are focused on improving both educational and social outcomes for students. There is a clear expectation that students will return to their enrolling schools. This clearly understood expectation underpins all centre activities and contributes to the engagement and progress of students.

A stay of ten weeks is considered the desirable length of time, with some students remaining for longer, based on individual needs. In the three years since the previous ERO review, the rate of return to the enrolling school has been between 66% and 73%.

When students enrol at the centre, they are tested in literacy and numeracy. This information is then used by teachers to select the appropriate level of work from Te Aho o te Kura Pounamu-the Correspondence School (Te Kura) for students. Teachers carefully monitor students’ coverage and progress in these sets of work.

The centre has well-established, effective processes for monitoring the social and behavioural progress of students. Thorough, daily observations are recorded and shared with students, their parents/whānau, and their enrolling school. These comments identify and acknowledge the progress students are making towards their goals as well as areas for further development.

The centre has a clear and effective process for managing the transition of students back to their enrolling school. This process includes students, parents and the school personnel, and is planned over an extensive period so that it is responsive to student need, recognises the progress students have made and is likely to bring about a successful outcome. There is also a system to review how students progress at their enrolling school, at four and again at eight weeks, following their return. Some of the cluster/enrolling schools participate well in the reintegration planning for their students, but others are less engaged in the process.

The centre provides an attractive, appropriately resourced setting for students and staff. Routines that involve students in building good relationships with others are well established. This includes times when students meet as a group with teachers to discuss and reflect on their activities, and the preparation and sharing of food. The tone in the centre is warm, respectful and purposeful. Teachers and staff are vigilant about and responsive to students’ learning and behaviour. Students feel cared for and are aware of the high and consistent expectations that teachers have in relation to their own behaviour and commitment to progress.

The centre naturally includes aspects of Māori tikanga in its environment, in relationships and in the daily programme. Staff set high expectations for the progress of individual Māori students.

A term and weekly curriculum plan outlines areas to be covered, with reference to the key competencies and The New Zealand Curriculum (TNZC). Within this programme, students work on sets from Te Kura with guidance from teachers. This allows students to study at the appropriate level and to have their work completion and progress recognised and recorded. In addition, the centre offers a technology programme. Students learn skills that are practical and useful for their own lives.

Consideration now needs to be given to relating this programme more directly to current good practice in the delivery of the technology curriculum, as outlined in the TNZC. This includes individual students making decisions about and following the design process. Centre planning would be enhanced by incorporating the principles of enterprise education so that students can follow their own interests and take greater responsibility for their learning. Within the centre timetable, there is considerable emphasis on providing work or community experience. In this part of the programme, students are expected and supported to take initiative in setting up work opportunities and meeting requirements of the work places. Students benefit from this challenge and from sharing and reflecting on their experiences with other students and staff. During the reflection, teachers make a direct connection for students between this experience and the key competencies of the TNZC.

The host school, the management committee and the centre have a shared understanding of the purpose of the centre and desired outcomes for students. Clear systems of communication mean that the host school board and the management committee are regularly well informed about centre activities and student outcomes. Financial responsibility is shared and processes for budgeting are transparent. The centre makes reference to, and use of, relevant host school’s policies.

A matter for further consideration is the currently variable involvement of enrolling and cluster schools in the centre’s strategic direction and function. The host school board of trustees, with or through the management committee, need to develop a strategic plan for the cluster to ensure that all schools are involved at this level, not only during the time when they have a student attending the centre.

There would also be considerable benefit in providing opportunities for centre staff to share professional practice with staff from similar centres and with teachers in their cluster schools. A focus on sharing up-to-date and effective practice in meeting the needs of individual students and students at risk has the potential to improve outcomes for all students.

Learning programmes would be improved by increasing teachers’ understanding and use of the Ministry of Education’s Career Education Guidelines to plan long term pathways for students. This is likely to link individual student interests, skills and aspirations more closely to programmes at enrolling schools and at the centre, and to increase their motivation to continue in education or employment.

4 Recommendation

ERO recommends that the host school board of trustees review the governance and operations of the centre according to the requirements of the Ministry Of Education’s Activity Centre Policy Toolkit.

5 Future Action

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

Dale Bailey
National Manager Review Services
Northern Region

23 January 2013

About the Activity Centre

Location	Herne Bay, Auckland
Ministry of Education profile number	6109
Activity Centre roll	16
Gender composition	Boys 11 Girls 5
Ethnic composition	NZ European/Pākehā Pacific NZ Māori	9 4 3
Review team on site	October 2012
Date of this report	23 January 2013
Most recent ERO reports	Special Review Special Review Special Review	October 2009 March 2009 May 2005