Campion College - 26/11/2012

1 Context

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

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. A range of methods is used to effectively communicate with and involve families, whānau, aiga and the wider community in the life of the school.

The college has an ongoing cycle of robust self review that identifies priorities for improvement, monitors progress and evaluates effectiveness of programmes and initiatives. Students across the school aspire to do well and improve their performance and results. A strong emphasis on student goal setting, recognition of success and celebration of achievement reinforce an ethos of high expectations for all learners.

Peer tutoring and mentoring reinforce the collaborative and supportive learning environment throughout the school. Students are actively involved in a range of cultural, community and environmental learning and service experiences to extend their understanding of wider world topics and issues. A caring and nurturing family atmosphere, promoted through vertical form teachers and learning mentors, is highly valued by the students.

2 Learning

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

Students are well engaged in learning and participate in a range of opportunities and programmes to extend their academic, social and leadership skills. Positive and respectful relationships between students and with teachers promote trust and mutual respect. Students are well prepared for learning.

Learning mentors lead seven vertical, family-based student groupings across the school. They play an increasingly important and valued role in guiding all students to be engaged in learning and supported to achieve their potential through:

  • regular conversations about learning matters and progress
  • guidance about learning pathways and academic requirements
  • responsive pastoral care and support
  • regular communication with families, whānau or aiga to discuss students' progress and contribute to setting, monitoring and reviewing students' goals during the year.

Staff, managers and trustees use student achievement information effectively at all levels. Students make good use of information to monitor their progress and achievement, especially at senior levels. Most students make very good progress in their time at the college.

Year 7 achievement data shows many students enter the college below expectations for mathematics and literacy. School data from standardized tests in literacy and mathematics show that students make good progress during Years 9 and 10. This progress continues in the senior levels. Targeted support, responsive teaching programmes and high expectations supported 90% of Year 11 students to achieve a Level 1 National Certificate of Educational Achievement (NCEA) or equivalent qualifications in 2011. High rates of achievement are evident at Year 12 in the 88% of students who achieved Level 2 NCEA in 2011.

Over the past two years NCEA results have steadily improved. A high percentage of students achieve NCEA, well above results for similar types of schools and above national rates across Levels 1 and 2. Achievements of merit and excellence endorsements have also increased. Māori students make very good progress and achieve at similar levels to their school peers. Overall, Pacific students make good progress and achieve slightly below their peers' high levels of achievement.

Managers collate data about students’ achievement in relation to National Standards in Years 7 and 8. In 2011 most students at these levels made progress. A significant number made accelerated progress with over half of Year 8 students achieving at or above expectations in relation to National Standards in reading, writing and mathematics by the end of the year. Senior teachers and managers are strengthening moderation processes to achieve greater reliability and consistency in overall teacher judgements in relation to National Standards. ERO affirms this as an appropriate next step. Further refinement of the reporting format to parents at these levels is necessary to more clearly show parents the students' levels of achievement in relation to National Standards.

3 Curriculum

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

The school curriculum effectively promotes and supports learning and success across the school. Curriculum expectations, guidelines and planning are well developed for each learning area. Teachers use a range of strategies to provide effective opportunities for all students to engage in purposeful learning and regularly use positive feedback and praise. Classroom programmes and teaching strategies are reviewed and revised to meet student needs and in response to data.

A two semester school timetable and a learner-centred philosophy provide for increasingly personalised learning programmes. These assist students to enjoy flexible learning pathways and course choices that cater for their interests, needs and aspirations.

Trustees and senior leaders make effective use of education evidence and research to inform their plans and decisions to improve curriculum delivery and learning models. Consultation with the community has helped inform planned initiatives for Year 7 students to be involved in an e-learning strategy in 2013.

Assessment and reporting practices provide a robust framework to raise student achievement. Teachers provide useful criteria, written feedback and strategies for students’ self assessment and goal setting to improve learning and achievement. They set clear expectations and are making good use of a range of data to track student progress and learning needs. Four weekly reporting and awarding of certificates and rewards for progress and achievements acknowledge and encourage students to do their best.

Pacific students are well supported through board representation and monitoring of their progress and achievement as a group. They receive academic and personal support from their own learning mentor who has a Pacific background. Relationships with aiga are positive and students participate in cultural activities within the college and at regional Polynesian festivals.

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

Learners are well supported to be successful as individuals and as Māori. Expectations for Māori success as Māori are integrated into the college’s mission statement to develop the total person in relation to identity, culture, language, leadership and achievement overall.

Whānau are actively engaged in the school with positive relationships developed with iwi and the community. Māori learning mentors and teaching staff have developed close links with whānau. Māori students achieve success in the kapa haka group who perform well in local competitions. They feature in cultural, sporting and academic leadership roles and enjoy opportunities to promote their cultural identity in the school. Students with identified needs are further supported through learning intervention programmes, peer tutors and mentors.

4 Sustainable Performance

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

The college is very well placed to sustain ongoing developments at all levels and continue to improve its overall performance. A future-focused board and experienced board chair provide effective leadership, strategic direction and representation to the community. They actively foster professional and productive relationships between trustees, school leaders and staff.

Trustees have a Treaty of Waitangi subcommittee to maintain a strategic focus on Māori students’ needs, the wider school's bicultural policies and conditions to promote success for Māori students.

There are very good systems and processes for effective self review at governance and senior leadership levels. Trustees have a clear focus on improving students’ achievement and actively promoting their interests and successes. The board is well informed about students’ progress through detailed, regular reporting of well-analysed schoolwide data by the principal.

Self-review processes are used effectively and regularly to improve performance in departments. Heads of curriculum report directly to the board about their subject area. At these meetings they discuss student results and how teachers are addressing needs and issues in their departments. This first hand information and direct communication contributes to trustees’ well-informed planning and resourcing decisions.

Trustees and managers have continued to build strong partnerships with the community through regular consultation that informs strategic plans and self-review processes. Learning mentors reinforce these partnerships through regular meetings and other communications with parents.

The performance management system and appraisal processes provide appropriate links to school priorities and professional learning and development needs and provision. A next step is for managers to further develop teaching as inquiry processes to sustain ongoing improvements in practices and student outcomes. This should support teachers’ development and use of effective strategies to raise the achievement of priority learners, especially those in Years 7 to 9.

Students appreciate the family atmosphere, values and measures taken by trustees and managers to promote an inclusive and safe environment for all.

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.

When is ERO likely to review the school again?

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

index-html-m2a7690f7.gifJoyce Gebbie

National Manager Review Services Central Region (Acting)

26 November 2012

About the School

Location

Gisborne

Ministry of Education profile number

211

School type

Secondary (Year 7 to 15)

School roll

488

Gender composition

Male 53%, Female 47%

Ethnic composition

NZ European/Pākehā

Māori

Asian

Pacific

Other ethnic groups

67%

25%

4%

3%

1%

Special Features

Integrated Catholic

Review team on site

September 2012

Date of this report

26 November 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2009

October 2005

August 2002