Campion College - 07/07/2017

Findings

Campion College is very well placed to sustain and improve its performance. Students experience success within a broad curriculum focused on their interests, needs and aspirations. The school works collaboratively with its community to develop innovative solutions to promote engagement, equity and excellence at all levels. Building on internal evaluation capacity across the school should support ongoing improvement.

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?

Campion College caters for students in Years 7 to 15. The roll of 519, includes 29% who identify as Māori.

The college philosophy and learning programmes focus on the development of the whole person and are underpinned by Catholic gospel values of commitment, compassion and community. The shared vision and values are recognised and understood throughout the school as the guiding framework for learning and behaviour. Positive relationships support student wellbeing and promote a sense of belonging. There is a strong focus on providing an inclusive environment.

The findings in this report continue to support the school’s good reporting history with ERO.

2 Learning

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

Overall school achievement data shows most students make expected progress, with a number accelerating their learning. Student achievement information is well used by trustees, leaders and teachers to support and promote learners’ engagement, progress and achievement.

Since the November 2012 ERO report, rates of achievement have continued to improve at all levels of the National Certificate of Educational Achievement (NCEA). Recent results show that students perform well above schools of similar type and nationally. Māori learners experience similar success. High expectations, supportive practices and new initiatives promote students’ engagement and holistic development and contribute to the high retention rates.

Years 9 and 10 literacy and mathematics achievement shows an upward trajectory over time. Comprehensive achievement information is collected by teachers and leaders at this level. This data is used to support students’ specific needs as they transition into the senior school. 

The school’s achievement information for Years 7 and 8 shows that most students achieve at or above in relation to the National Standards in reading, writing and mathematics. Māori student achievement is similar or better to that of all students at the school. Trustees and leaders have identified raising the achievement of boys as a priority. Planning is occurring to support the acceleration of these learners.

The school has developed rigorous moderation practices to support teachers to make dependable judgements about students’ progress and achievement.

Sound systems and processes are in place to identify students requiring additional learning support. A wide range of interventions and programmes assists them to achieve successful learning outcomes. The inclusion of students with special educational needs is well managed and receptive to individuals and their families’ goals.

3 Curriculum

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

The broad curriculum effectively promotes and supports student learning. It is responsive to individual interests, needs and aspirations and underpinned by the school’s special Catholic character. Significant features include:

  • a shared understanding of effective and responsive teaching
  • authentic and meaningful contexts for learning
  • students becoming more involved and taking responsibility for their learning
  • a strong focus on literacy and numeracy
  • an increased range of choice, pathways and customised programmes.

Recently implemented innovative approaches to curriculum provision and design are aimed at personalising learning and enhancing student engagement. Students at all levels have extensive opportunities to participate and celebrate success in a range of academic, cultural, service, sporting and leadership activities. Learners benefit from positive, affirming relationships with their teachers and peers.

Increased collaboration amongst teachers helps to coordinate support for and monitoring of, students' progress, achievement and wellbeing. Students are successfully assisted to transition through the school and on to further education, training and employment.

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

The school continues to work effectively to promote Māori students’ success as Māori. Students experience success in all aspects of the curriculum. The school has a number of initiatives to positively support Māori learners, including:

  • promoting inclusion and reinforcing beliefs and values to support students' language, culture and identity
  • whānau and school community groups focused on strategic decision making
  • engagement and learning-focused discussions with whānau. 

4 Sustainable Performance

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

Campion College is very well placed to sustain and improve its performance. Trustees and leaders share and promote a collective vision for school development and ongoing improvement, through the innovative curriculum and teaching and learning practices. The board and principal work collaboratively in supporting the school's vision, values and strategic goals. Trustees are student and community focused. Resourcing and decision making is aligned to and supportive of, school priorities.

Leaders work collaboratively with staff and the community to develop innovative solutions to promote engagement, equity and excellence across the school. The teacher appraisal process is meaningful, and builds and celebrates good practice. Teachers are highly reflective and inquire into the effectiveness of their teaching and learning programmes.

The school highly values the importance of having strong connections and relationships with parents, families, whānau and the wider community to support students’ learning. Learning mentors reinforce these partnerships and positively contribute to improving learners’ engagement and wellbeing. Student and community voices are important and used to inform decisions and actions.

A well-established culture of reflection is highly evident. Leaders agree that further development of internal evaluation processes is required in order to measure the impact and effectiveness of what the school does to improve student outcomes. This should include strengthening the analysis of student achievement data and reporting to the board.

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

Campion College is very well placed to sustain and improve its performance. Students experience success within a broad curriculum focused on their interests, needs and aspirations. The school works collaboratively with its community to develop innovative solutions to promote engagement, equity and excellence at all levels. Building on internal evaluation capacity across the school should support ongoing improvement.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

7 July 2017

About the School

Location

Gisborne

Ministry of Education profile number

211

School type

Secondary (Years 7 to 13)

School roll

519

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori
Pākehā
Asian
Pacific
Other ethnic groups

29%
62%
5%
3%
1%

Review team on site

May 2017

Date of this report

7 July 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2012
October 2009
October 2005