Botany Downs Secondary College

Findings

Students at Botany Downs Secondary College are highly engaged in learning and value the rich opportunities they have to grow personally and academically. Leaders and teachers work in partnership with students to learn, think and inquire. NCEA qualifications success in the college is sustained at very high levels because of the strength in the NZC focused school vision.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Botany Downs Secondary College is a large, diverse co-educational secondary school catering for students from Year 9 to 13. It is located in Auckland’s eastern suburbs, servicing Botany, Dannemora and Flat Bush as well as the rural area of Whitford. Students are predominantly Asian and New Zealand European/Pākehā with small percentages of Māori and Pacific learners.

Through its vision the school aspires to offer young people an inclusive educational experience where they are challenged to discover and develop their unique personal strengths in order to learn. A culture of high expectations for academic achievement is balanced with a caring focus on student wellbeing and equity.

The mission statement of the school affirms all students as being inherently capable of achieving personal excellence. High levels of opportunity for students with special learning needs is another important feature of the college that impacts very positively on student outcomes.

Since the 2012 ERO review there has been a change of school leadership. The current principal has the confidence of the board and the school community and leads the college’s continuing direction with commitment and skill. The board of trustees has sustained good stewardship practices under the leadership of the long serving board chairperson. Trustees work well with the senior leadership team and other school staff.

Strategic and annual planning to lead the school forward is informed through purposeful evaluation that is strengthened with multiple points of view including those of teachers, students, parents, whānau and the community.

The 2012 ERO report identified Botany Downs Secondary College as a high performing school. Some recommendations to further improve educational opportunities were made. These included strengthening teaching and learning strategies that allow students to better understand their learning steps and take increased ownership of their own progress. It was suggested that independent learning could be explored further to encourage students’ development of self-managing learning skills. Trustees and senior leaders have responded positively to these areas for improvement and have continued to develop further, high quality and innovative educational practices.

The school continues to enhance its architecture and develop its spacious attractive grounds. Recent building development has been mainly centred on T Block and the extended provision of good quality facilities for Dance, Drama, Biology and Science.

2 Learning

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

This school makes very effective use of student achievement information to make positive changes to learners’ engagement, progress and achievement. Managers and teachers, modify programmes and teaching approaches to tailor learning for different student groups and individuals.

Tutor teachers effectively manage the learning progress of junior students in whānau time. A different group of mentor teachers work intensively with older students in Years 11, 12, and 13 to support pathways success. All staff are highly committed to effective tracking, monitoring and supporting of each individual student’s progress towards achievement. Tutors and mentors act as the ‘significant’ adult who carry the learning profile of each student through a five year learning journey.

The mentoring system is housed within the college’s six whānau groups that give students a strong sense of belonging and connection. Whānaungatanga, within the six houses, encourages older and younger students to form close bonds and is an important element in the comprehensive pastoral care in the school.

The school’s internal evaluation indicates that personal tutoring and mentoring is increasingly effective in promoting achievement, particularly for those who have different and specific learning needs and require continuing support through targeted action.

Pathways planning is a significant part of the mentoring system and each student benefits from personal counselling for subject choices, career selections and university preferences. Careers and Gateway staff contribute to individualised learning pathways to promote career and tertiary training opportunities wherever possible.

School achievement information shows that most students are successful at all levels of the New Zealand Certificates of Educational Achievement (NCEA). In 2015 the pass rate for Level 1, NCEA was 90% overall, for Level 2, 93% and for Level 3, 88%. The school is already exceeding the 2017 government targets of 85% of students achieving NCEA Level 2. A strategic goal, school-wide for the next phase of school development, is to increase the percentages of quality pass rates for Merit and Excellence endorsements in NCEA.

Since the 2012 ERO review substantial work has been done by a group of leaders and teachers to effectively extend the learning opportunities for Pacific students in the college. The Pacific Achievement Plan focuses on the development of learning partnerships with families to engage their young people positively. Pacific performance groups, talanoa evenings, a Pacific parent newsletter, a homework club and numerous cultural events all contribute to motivate and inspire young Pacific learners.

Students and teaching staff benefit from learning relationships that are respectful and reciprocal. Students at all levels of the school demonstrate a strong work ethic and a high level of cognitive engagement with learning. The cohesion and responsiveness of student support services, further reflects the commitment of the board, leadership team and teachers to ensuring all students are successful, engaged learners.

3 Curriculum

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

The Botany Downs Secondary College’s curriculum is highly aligned to the New Zealand Curriculum (NZC). It promotes and supports student learning very effectively through its mission, values and key competencies which inform and influence the eight learning areas. The curriculum is designed to be inclusive and culturally responsive, while challenging students to develop and grow academically and personally.

Students reported to ERO that they value the opportunities they have in the curriculum programmes to make meaningful choices about their learning and to know about themselves as learners. They understand and appreciate teachers who engage with them in exploring ideas about new ways to learn. Respectful relationships between students and adults are evident throughout the school.

The school’s curriculum is designed to enable students to explore through inquiry and investigation. Within the eight learning areas, various courses, experiences and projects allow students to deepen their learning and to develop key skills such as problem solving, critical and creative thinking. The akonga principle where both adults and young people learn together is evident in classrooms, particularly in relation to digital learning. Student voice is a major and essential aspect of the college’s focus on engaging and connecting learners to their chosen interests and pathways.

The learning environment throughout the school is focused and purposeful. Teachers make good use of the diverse teaching spaces to provide whole class, small group and individual learning opportunities. Digital technologies support and enhance student learning and are currently a key element in teachers’ professional development. The board and school leaders plan initiatives and opportunities for effective teacher professional learning and frequently use the expertise of teachers within the school to promote different approaches and teaching strategies.

The college offers an enriching range of co-curricular activities. There are many opportunities for students to experience success and build leadership capability and social competencies. Again the whānau house structure enables more leadership opportunities to become available.

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

The college is steadily developing its capacity to promote educational success for Māori as Māori. The school continues to celebrate good levels of academic success for Māori. Most students are succeeding in NCEA qualifications and achieve above national averages. These learners are supported to achieve success through the whānau mentoring system in the school, Māori teaching staff and the te reo Māori teacher, a kaumatua, who has a further focus on targeted students.

Liaison with the local Ngaitai iwi is supporting the ongoing development of school kawa and tikanga to strengthen Māori students’ language, culture and identity. All students in the college gain from sharing bicultural understandings about New Zealand and school leaders promote the significance of this learning in the school community.

The school’s strategic Māori Achievement Plan has clear goals to further develop the school’s capacity to promote success for Māori as Māori. There is now a stronger likelihood that te reo will be sustained as a language option through to senior qualifications. The whānaungatanga ethos, hui for students’ whānau, the rebuilding of the kapa haka group and tuakana teina relationships are other aspects of the school’s context which significantly support the cultural identity of Māori learners.

The school’s curriculum has Māori knowledge reflected in course planning and the history of the local Howick area, including both Māori and Pākehā perspectives, is featured throughout school programmes. This is helping to develop students’ understanding of how the past can inform the future and deepens their understanding of where they live.

During the review ERO and school leaders discussed further steps to promote Māori achievement including:

• teachers continuing to embed culturally responsive practices
• using the Māori Achievement Plan to strategically and systematically address disparity between Māori achievement and that of other learners in the school.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. This school provides a model of teaching and learning that is highly engaging for students.

Trustees have established a sound platform of internal evaluation to guide the ongoing growth of the school. They are able to focus as a board on stewardship, the implementation of the vision and to consider how best to serve the school community. The board’s ongoing commitment is to education that promotes equity and excellence. The importance of global citizenship is reflected in the mission statement which was recently refreshed through community consultation.

Senior leaders in the school work very effectively as a team. Their practice is underpinned by a culture of rigorous inquiry and personal challenge and informed by ongoing research into best practice. The clearly articulated college vision, mission and values are shared throughout the school community.

Middle managers in the school benefit from the culture of distributed professional learning. This encourages and affirms their effective leadership skills. Teachers’ success in engaging learners is assisted through high quality performance management, appraisal processes and professional development programmes.

A next step discussed during this review, is for the board to consult with Māori whānau collectively about their aspirations for their sons and daughters. The board could consider using the voice of whānau to help guide the school’s strategic direction in relation to specific goal setting for Māori learners.

School leaders, trustees and ERO agree that the development points for the ongoing growth of the college are:

• the formation of a Community of Learning with contributing schools to make pathways for students more seamless through the system
• the continuation of high quality stewardship and leadership that values the best outcomes for each learner.

Provision for international students

The Education (Pastoral Care for International Students) Code of Practice 2016 (the Code) was introduced on 1 July 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by 1 December 2016. At the time of this review there were 143 international students attending the college.

The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

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

Students at Botany Downs Secondary College are highly engaged in learning and value the rich opportunities they have to grow personally and academically. Leaders and teachers work in partnership with students to learn, think and inquire. NCEA qualifications success in the college is sustained at very high levels because of the strength in the NZC focused school vision.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer Northern

28 October 2016

About the School

1 Context

What are the important features of this school that have an impact on student learning?

Botany Downs Secondary College is a large co-educational secondary school in the eastern suburbs of Auckland. The college was established in 2004 and has had two previous ERO reviews. Modern purpose-built facilities and digital technologies support the school’s vision for 21st century learning.

The school serves a diverse multicultural community. Students are predominantly Asian and New Zealand European/Pākehā, with small percentages of Māori and Pacific students. High expectations and shared values impact positively on the learning culture and promote student progress and achievement.

The school has an experienced principal and is well managed and governed. The board’s vision for education includes the development of learning goals and key competencies that align closely to The New Zealand Curriculum. Providing excellent educational opportunities for all students is a key aim of the board.

High quality provision for international students and well managed programmes for students with special learning needs are other important features that impact positively on student learning.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students achieve well at all year levels. They are engaged in learning and make very good progress. Achievement information for Year 9 students entering the College is analysed and shared with teachers. Students with special abilities and those with additional learning needs are identified promptly. They have access to programmes where their learning can be extended and supported through effective interventions, implemented by well managed teacher aides.

Literacy is identified as an area for development for many students. Tutor teachers in each of the six whānau implement literacy and life-skills programmes that promote student learning. Tutor teachers also monitor and track student achievement and progress individually. The sharing of student progress information with parents is strengthening school and home partnerships.

Senior students, including Māori and Pacific learners, achieve very well in national qualifications. Very few students do not achieve Level 1 Literacy and Numeracy standards in the National Certificates of Educational Achievement (NCEA). The majority of students aspire to university and tertiary education. To further improve outcomes for students the school has set targets to increase the percentage of endorsed certificates gained in NCEA.

The school’s 2011 annual report reflects the high level of student achievement. In NCEA Levels 1 to 3, students are achieving well above national averages and, in many aspects, their achievements are at or above schools of a similar type. In 2011, 84% of senior students achieved University Entrance qualifications and gained 51 scholarship passes across a wide range of curriculum areas.

Professional learning and development for teachers is well planned and organised. Curriculum and whole-school development has focused on raising achievement levels for all students. Teachers work collaboratively and positively to achieve school goals and targets. Increasing student engagement in learning has also been a focus across the school, involving whānau teachers in academic mentoring and pastoral support.

ERO affirms the school’s next steps in raising student engagement and achievement. In discussion with senior managers it was agreed that key areas for review and development could include:

• extending teaching and learning strategies that allow students to better understand their learning steps and take increased ownership of their own learning
• exploring independent learning concepts to encourage students' development of self-managing learning skills.

3 Curriculum

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

Students benefit from the school’s academically-focused curriculum that includes an extensive cocurricular programme and opportunities for leadership. Heads of Learning Areas (HOLAs) make well informed decisions about programme developments and new courses, allowing students to select from a variety of learning pathways. Entry requirements for several courses have recently been revised to enable greater student participation.

Curriculum leadership and teacher expertise are strengths of the school. Student achievement information is very well managed, and is increasingly used to review the school’s curriculum and personalise learning programmes. Whānau tutors use tracking information provided by data management systems to guide students’ selection of courses and qualification pathways.

The 21st Century vision for learning that is the focus of the curriculum is continually reviewed. The curriculum continues to be broadened by programmes that cater for students interested in vocational learning. Courses in automotive engineering, electronics, hospitality and early childhood education encourage students to complete schooling and support their transition to tertiary programmes.

Teachers and students are benefitting from the implementation of modern digital technologies. The school’s partnership with a software company is strengthening the use of high quality technologies that support learning. Digital communication between teachers, parents and students is engaging senior students particularly well, offering strong possibilities for independent learning.

ERO acknowledges the steps the board is continuing to take to maximise the learning potential of all students. These steps could be further supported by:

• collating and analysing information about senior students who leave school before completing qualifications that lead to employment or further training
• broadening career services, and aligning student leaver information with decisions about the senior school curriculum.

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

Māori students are succeeding academically. They are also well engaged in co-curricular activities and leadership positions. Kapa haka is gaining a stronger profile in the school with the significant expertise of local tutors and kaumatua. Māori student leaders are respected and valued for their understanding of tikanga and te reo Māori.

The board and senior managers are taking further steps to improve success for Māori, as Māori. They are working with external facilitators to develop greater capacity for implementing Ka Hikitia, the Ministry of Education Māori education strategy. The continued use of analysed data relating to Māori student engagement and success will provide direction for achieving these goals. A more strategic approach to planning and evaluating progress in this area of school performance would be worthwhile.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. School management planning is comprehensive and is closely aligned to the board’s strategic goals and vision for learning. Annual goals and targets are purposefully set and used well to measure the impact of new initiatives.

The senior leadership team, ably led by the principal, manages the school effectively. Senior managers have clear areas of responsibility. The principal has developed a high trust model of leadership that supports senior and middle managers to perform well. School-wide expectations for self review and reporting are complemented by a schedule of reviews conducted by an external agency.

The school identifies many areas of self review that are improving outcomes for students. A recent example includes the revised performance management system and approaches being implemented for teacher appraisal. These new systems incorporate a professional development model relating to teacher performance and have the potential to improve teaching practice across the school.

The board operates strategically and sustains high quality governance practices. Trustees continue to review their own operations and are very well informed about school performance. ERO is very confident that the board and school managers will continue to work collaboratively in the best interests of students and the community. ERO and the board agree that areas for further consideration in improving school performance could include:

• continuing to build self review by increasing capability for evaluating outcomes and making recommendations for improvement
• continuing to use strategic planning opportunities to explore new directions in education and meeting the needs of students in the future.

Provision for international students

Botany Downs Secondary College 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. At the time of this review there were 96 international students attending the school. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

The school provides high quality services for international students. A modern international student centre has been recently opened, integrating the services with English language teaching programmes. Well documented systems are efficiently managed by an experienced coordinator and support staff. Good procedures are in place to integrate international students into school life.

The international student coordinator completes regular self review for the Ministry of Education and provides good information about the engagement and achievement of international students to the board of trustees.

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
• stand-downs, suspensions, expulsions and exclusions
• attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Makere Smith

National Manager Review Services Northern Region (Acting)

20 August 2012

About the School