Auckland Seventh-Day Adventist H S

Education institution number:
93
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
324
Telephone:
Address:

119 Mountain Road, Mangere Bridge, Auckland

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Auckland Seventh-Day Adventist H S

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Auckland Seventh-Day Adventist High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

Auckland Seventh-Day Adventist High School (ASDAH) is a state integrated coeducational Years 9 to 13 college. Founded under Adventist Schools New Zealand the school provides a Bible-based curriculum in accordance with its special character status. Most students and their families are of Pacific heritage.

Auckland Seventh-Day Adventist High School’s strategic priorities for improving outcomes for learners are:

  • promote high learning and achievement outcomes for all learners at the school

  • integrate the school’s Special Seventh-Day Adventist character into all aspects of the school.

You can find a copy of the school’s strategic and annual plan on Auckland Seventh-Day Adventist High School’s website.

ERO and the school are working together to evaluate the effectiveness of the school’s responsive curriculum and effective teaching for achieving equity and excellence for all learners.

The rationale for selecting this evaluation is:

  • to enable students at the senior level to achieve outcomes and success at school and beyond

  • an intentional focus on literacy and numeracy in Years 9 and 10

  • to ensure that learner outcomes, achievement and progress are sustained after disruptions from the Covid-19 pandemic of the pasts 3 years.

The school expects to see:

  • all learners effectively supported to achieve equitable outcomes through a responsive curriculum

  • improved levels of literacy and numeracy for learners in Years 9 and 10.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness of the school’s responsive curriculum and effective teaching for achieving equity and excellence for all learners:

  • use of data for identifying priority students and developing effective strategies to meet their needs

  • professional learning culture through established internal and external profession learning and development sessions

  • innovative and culturally responsive pedagogy is used by teachers which is inclusive of all learners

  • strong integration of special character and pastoral programme which support learning in the school

  • high achievement of Māori and Pacific learners in National Certificate of Educational Achievement.

Where to next?

Moving forward, the school will prioritise:

  • strengthening literacy and numeracy strategies across Years 9 and 10 to address the disruption to learning caused by the Covid-19 pandemic

  • promoting learning opportunities and extension for gifted and talented students

  • strengthening intentional connections with parents and whānau.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

13 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Auckland Seventh-Day Adventist H S

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of September 2021, the Auckland Seventh-Day Adventist High School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Auckland Seventh-Day Adventist High School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

13 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Auckland Seventh-Day Adventist H S - 06/11/2017

Summary

The Auckland Seventh-Day Adventist High School (ASDAH) is a state integrated coeducational Year 9 to 13 college. Founded under Adventist Schools New Zealand, the school provides a Bible-based curriculum in accordance with its special character status. Most students and their families are of Pacific heritage, with over half of Tongan descent. There is a small number of Māori students, and others from diverse cultural backgrounds. Year 9 students transition from over 20 different primary schools, with many students travelling some distance to attend.

The current principal took up the position at the beginning of 2016. Since that time, the board of trustees has appointed two new deputy principals. The new leadership team has a clear mandate from the board to promote change and improvement. New appointments have been made to lead curriculum areas and recent schoolwide initiatives. The school’s governing board has several new trustees and a new chairperson.

ERO’s 2014 report identified areas for improvement including the quality of governance, curriculum leadership and self-review. Considerable progress has been made in all these areas. External professional support has been accessed to promote teachers’ understanding and use of achievement information, the introduction of digital learning devices, and effective literacy strategies. The school is also promoting positive learning behaviours and restorative approaches.

The school is a member of the Mangere North Kāhui Ako|Community of Learning.

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

The school responds well to Māori and other students whose learning and achievement need acceleration. School leaders have led the development of effective approaches to reduce disparity and strengthen the school’s use of data.

Pastoral care processes and inclusive practices effectively promote student learning and wellbeing.Learners are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

2016 results in National Certificate of Educational Achievement (NCEA) show students achieve significantly higher at Level 1 and 2 than students in similar schools. In 2015 and 2016, students achieved above the national average in NCEA Level 2. A culture of professional collaboration among leaders, middle managers and teachers is promoting high expectations for learning.

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 responding well to students whose learning and achievement need acceleration. Teachers’ professional learning has focused on increasing students’ understanding of their own achievement and progress. Improved teaching strategies include better understanding of data that teachers use to inquire into the effectiveness of their practice.

At Year 10, teachers are trialling new systems to support students who are learning English as an additional language. Teachers with specialist skills, provide targeted programmes for these students. The school reports that students show confidence, enjoyment and higher rates of achievement as a result of these new approaches.

Students, including Māori students, are achieving well in NCEA. Effective leadership and teaching practices are used to reduce achievement disparity. Targeted programmes and support are provided for learners at risk of not achieving.

The school focuses on addressing the challenge of continuing patterns of low achievement of many students as they enter the school at Year 9. As a result over the past three years, achievement at NCEA Level 1 has risen from 46 percent to 78 percent, and at Level 2 from 64 percent to 84 percent. Half of the students gain NCEA Level 3 and a third gain University Entrance qualifications.

Disparity continues in achievement between male and female. Over the past three years this trend has increased at Level 1 but lessened at Level 2. School leaders are aware of this continued trend. Programmes for boys, such as fitness and mentoring, have been introduced to help with issues that influence their academic achievement. Staff delivering these programmes observe positive attitude changes, and teachers report improvement in learning engagement.

School conditions supporting equity and excellence

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

The school uses a wide range of effective processes to achieve equity and excellence.

Purposeful staffing appointments have supported the board’s strategic goal of making a positive difference for every student. The annual management plan ensures the board is kept well informed by school leaders who report regularly on progress against the strategic goals. Trustees are very supportive in resourcing the school to improve outcomes for learners.

The capable leadership team models collaborative ways of working that are building school-wide capability and improved internal evaluation. Worthwhile evaluation of the school’s curriculum and teaching practices has been undertaken, guided by appropriate external advisers. Middle leaders are becoming the leaders of learning, and are supporting teaching teams in trialling and implementing new initiatives.

A revised graduate learner profile aligns the special character of the school to the key competencies of the New Zealand Curriculum (NZC). These desired outcomes are now better integrated into the school’s curriculum, and help students focus on being a successful learner. The curriculum is enriched through learner opportunities in sport and the arts.

Teachers know learners and their families very well. They continue to strengthen learning partnerships with parents and the wider whānau. Useful information is shared with parents about their child’s progress and achievement. Learners have access to supervised after-school homework support.

Relational trust between teachers and learners is positively impacting on student progress and achievement. With small numbers in senior classes, teachers develop relationships with students that are clearly focused on supporting academic achievement.

Performance management processes have been updated, and guide teachers to use evidence-based reflections to improve their teaching practice. Feedback from students and other staff contributes to teachers’ planned actions to align practice with valued student outcomes.

The board of trustees is confident in the school’s leadership team, and committed to supporting the principal as the professional leader of the school. Trustees value the use of data to evaluate the progress of strategic priorities, and they are proactive in their stewardship role.

Sustainable development for equity and excellence

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

School leaders have identified the need to continue evaluating the curriculum to ensure students are well prepared for future learning and career opportunities. They also plan to continue working towards:

  • strengthening the role of curriculum leaders

  • embedding approaches that promote students as agents of their own learning

  • offering students further learning and qualification pathway options.

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.

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.

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

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

6 November 2017

About the school

Location

Mangere, Auckland

Ministry of Education profile number

93

School type

Secondary (Year 9 – 15)

School roll

215

Gender composition

Female                                 56%
Male                      44%

Ethnic composition

Māori
Pākehā
Tongan
Samoan               
Cook Islands Māori
other Pacific
Asian
other

  5%
  3%
52%
16%
14%
  8%
  1%
  1%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

6 November 2017

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

October 2014
December 2012
September 2010

Auckland Seventh-Day Adventist H S - 15/10/2014

Findings

Auckland Seventh-Day Adventist High School has made considerable improvements over the last two years in order to improve educational outcomes for students. Review of the school’s curriculum and improved student achievement analysis has resulted in increased student engagement in learning and a lift in student success rates and qualifications.

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

1 Background and Context

What is the background and context for this school’s review?

Auckland Seventh Day Adventist High School (ASDAH) is a state integrated, co-educational school owned and operated by the Seventh-Day Adventist Church. The school is situated in Mangere Bridge and provides secondary education for the Adventist and wider Christian communities of Auckland. The school’s special character underpins its educational philosophy and curriculum. Pacific students from Years 9 to 13 make up most of the school’s roll.

The December 2012 ERO report identified concerns about aspects of the school’s performance. These included concerns about the strategic direction of the school and about leadership of the board of trustees and the senior management team. The quality of the curriculum and the analysis and monitoring of student achievement were further ongoing issues. Communication within the school and with the outside community was seen as an additional area for improvement. ERO also noted a drop in the school’s roll.

The school has had several supplementary ERO reviews dating back to 2007. An underlying problem has been the difficulty in appointing and retaining an experienced principal to lead the school strategically.

In April 2013, ASDAH’s board of trustees accepted ERO’s offer of a review process that focused on agreed areas for further development to assist school progress and improvement. This coincided with the appointment of a new principal.

During 2013 and 2014 the agreed development process took place under the guidance of the school’s new leadership team. ERO has visited and evaluated progress in the school over this time interval. The following ERO report outlines progress made during this time and assures the ASDAH school community that development in the agreed priority areas is very satisfactory. The school now has a range of positive practices in place that are improving educational outcomes for students.

Most significantly, the school has a sustainable strategic plan in place that signals optimism and confidence in the school’s future. The student roll is growing, particularly at junior level.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development
  • board of trustees processes and self review
  • success of Māori students as Māori
  • monitoring student progress and achievement
  • curriculum leadership, review and implementation
  • teacher performance management
  • communication practices inside and outside of the school.
Progress

The school’s curriculum continues to develop and is being reviewed more closely against The New Zealand Curriculum Document (NZC). The school’s vision, values and key competencies are now more evident in learning programmes. They blend effectively with the school’s Seventh Day Adventist special character and, together, are promoting a culture of personal responsibility for learning among students.

Students view their subject courses as pathways to employment opportunities, training and tertiary education. Effective school-wide tracking and monitoring of student achievement is enabling students to be more successful in taking responsibility for their learning, particularly at National Certificate of Educational Achievement (NCEA) level. Students in Years 11, 12 and 13 are offered additional tuition and mentoring opportunities from their teachers to complete internal assessments and prepare for exams.

Positive outcomes from these good practices include a substantial improvement in student achievement in NCEA qualifications results for 2013. Student leaver data for 2013 shows that 93% achieved Level 1 or better in NCEA and 87% achieved NCEA Level 2 or better.

Achievement data from contributing schools indicates that many Year 9 students entering ASDAH are in need of accelerated learning in reading, writing and mathematics to reach expected levels for secondary schooling. The school has introduced a number of strategies to effectively address this issue. Recent data about junior boys’ achievement shows marked improvement in their learning.

Junior students also benefit from differentiated teacher planning that is better aligned to their diverse needs. Good examples of this planning approach are those from the Science and Maths departments.

Inquiry into teacher effectiveness is now part of expectations set by school leaders and teaching and learning approaches are becoming more varied. A local resource teacher for learning and behaviour has been instrumental in helping teachers to reflect on and improve teaching practice. Professional development and networking with local secondary schools is also having a positive impact on teaching practice. Some new initiatives and strategies are being explored and introduced into the curriculum. More staff are involved in co-curricular commitments. Teacher aides are employed for intensive work with identified groups of Yr 9 and 10 students to improve their progress and achievement.

The principal is focused on embedding the principles of the Treaty of Waitangi in the school. She has participated in a number of community and church events to help increase the school’s visibility and community confidence in the school. She supports the celebration of Māori language week, uses whakatauki as part of assemblies and has established a school waiata as a recognisable part of school tikanga. The school’s kapa haka group is strong. Multi-ethnic dimensions are valued and Pacific culture is widely celebrated. Teachers are now reflecting on the competencies required for successful teaching in Māori and Pacific contexts.

Key next steps

ERO recommends that the board and school leaders should now consider the following areas for improvement as part of the next stage of school development:

  • ensuring annual reports from middle managers include a clear focus on identifying changes in teaching practice that are resulting in better outcomes for students
  • working to strengthen middle leaders' capability to lead learning in the school
  • continuing to develop evaluation and self review practice at all levels in the school as an integral part of the improvement cycle.

3 Sustainable performance and self review

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

Progress

The school continues to develop its capacity to sustain and continue to improve its performance.

Governance of the school has been strengthened from training provided by the Ministry of Education. A board handbook has been developed that outlines the roles, responsibilities, and governance accountabilities for trustees. A schedule of policy review is in process and is bringing about refinements to both policies and procedures.

Communication between the senior leadership team and board is effective. Trustees regularly receive student achievement information from the principal and there is accompanying discussion about the information, including provisions and outcomes for groups of priority students. The board also receives monthly reports from the principal and informative reports from school leaders about items such as curriculum and teacher professional development. The leadership team and board are working collaboratively in school decision-making.

Consultation and communication with whānau and parents continue to develop and strengthen. Hui and fono with the community have been introduced, and the partnership between home, school and church is reactivating. ASDAH participated in the Seventh Day Adventist Conference for 2014 and took a lead role in curriculum and assessment discussions.

The school has a strong sense of direction and, with well considered future planning and leadership appointments, should sustain the considerable gains made in school development over the past two years.

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

Auckland Seventh-Day Adventist High School has made considerable improvements over the last two years in order to improve educational outcomes for students. Review of the school’s curriculum and improved student achievement analysis has resulted in increased student engagement in learning and a lift in student success rates and qualifications.

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

Dale Bailey

National Manager Review Services

Northern Region

15 October 2014

About the School

Location

Mangere Bridge, Auckland

Ministry of Education profile number

93

School type

Secondary (Years 9 to 15)

School roll

206

Gender composition

Girls 59%

Boys 41%

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Cook Islands

Samoan

Fijian

other Pacific

others

8%

2%

47%

18%

18%

2%

3%

2%

Review team on site

July 2014

Date of this report

15 October 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

December 2012

September 2010

September 2009