Central Hawkes Bay College

Education institution number:
233
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
537
Telephone:
Address:

45 Tavistock Road, Waipukurau

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Central Hawkes Bay College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 16 months of the Education Review Office and Central Hawkes Bay College 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 

Central Hawkes Bay College is located in Waipukurau, Central Hawkes’ Bay, and provides education for students in years 9 to 13. The school’s vision is to be the school of choice for their community. They value their relationship with local hapū and iwi.

Central Hawkes Bay College’s strategic priorities for improving outcomes for learners are:

  • the school will value hauora and ensure every student and staff member has opportunities to thrive

  • the school will identify and support priority learners to accelerate student progress and achievement

  • the school will value professional capability and ensure they develop teaching, and support staff, to accelerate student progress and achievement based on the reciprocal concept of ako.

You can find a copy of the school’s strategic and annual plan on Central Hawkes Bay College’s website.

ERO and the school are working together to evaluate to what extent does effective culturally responsive and relational pedagogy support and promote improved learner outcomes at Central Hawkes Bay College.

The rationale for selecting this evaluation is:

  • leadership has identified the need to continue to address parity of achievement for Māori students

  • a focus on culturally responsive relational pedagogy, building on culture, language, and identity, is acknowledged as a priority need to improve learner outcomes and for ongoing continuous improvement as a school community

  • this aligns to the school’s strategic priorities, and to the Kahui Ako goals of localised curriculum and working within the community of schools, promoting equitable and excellent outcomes for all learners, particularly Māori learners.

The school expects to see:

  • teachers developing, strengthening and embedding effective teaching practices across curriculum areas that are consistent with culturally responsive and relational pedagogies to lift student outcomes and wellbeing

  • Māori achieving success as Māori across the school and improved equity and excellence in parity of learner outcomes

  • increased engagement, attendance, and retention particularly for identified target students

  • reciprocal relationships with local iwi and whānau that enhance learning outcomes for all students and supports a curriculum that embraces and values local histories, language and tikanga as part of the wider school community.

Strengths

The school can draw from the following strengths to support its goal to evaluate to what extent does effective culturally responsive and relational pedagogy support and promote improved student outcomes at Central Hawkes Bay College: 

  • improving equity and excellence outcomes for students underpins decision making

  • an experienced leadership team identify strengths in whakawhanaungatanga through positive student and staff relationships that support the commitment to continuous improvement

  • professional learning and development decisions focus on building teacher capacity to improve outcomes for all students with the aim to strengthen inclusiveness and build on the potential for Māori to achieve success as Māori

  • improved transition processes and programmes through working within the Kahui Ako to further develop relationships with whanau and contributing schools that improves outcomes in achievement and attendance for all learners.

Where to next?

Moving forward, the school will prioritise:

  • the growth in teacher capacity and capability through professional learning leading to improved outcomes for learners

  • strengthening reciprocal partnerships with whānau and iwi, that continues to build a sense of belonging and being part of the school community

  • the development of an improved local curriculum through Mātauranga Māori that values culture, language, and identity that is inclusive of all learners

  • supporting and strengthening school’s internal evaluation capability for ongoing improvement.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 February 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

Central Hawkes Bay College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of October 2022, the Central Hawkes Bay College, 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 Central Hawkes Bay College, 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 February 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

Central Hawkes Bay College

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there was 1 international student attending the school, and no exchange students.

Self-review is focused on continuous improvement with feedback sought from stakeholders. Effective school systems and procedures support the pastoral wellbeing of students. Positive relationships with international and teaching staff are a strength, supporting both wellbeing and learning.

Learning goals are well monitored and supported through key international staff, and embedded school systems and practices. Language learning programmes are responsive to individual needs and students achieve well. International students’ cultural diversity is valued and celebrated. Students have access to a range of curriculum areas and are effectively supported in future pathways.

The student spoken to by ERO valued the supportive learning environment, the inclusive and caring culture of the school community and the opportunities for involvement in a range of activities and interests.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 February 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

Central Hawkes Bay College - 26/09/2017

Summary

Central Hawke’s Bay College is a co-educational state secondary school in Waipukurau. The roll of 503 students comprises 39% Maori, the majority of whom identify with Ngāti Kahungunu, and a very small number of Pacific students.

In 2016, the college was involved in ARONA, a Ministry of Education (MoE) initiative to improve achievement of students at risk of not achieving. A change team has been formed in 2017 to work on improving student outcomes with an MoE student achievement function (SAF) practitioner.

Several new trustees were elected in 2016. The board has a new chairperson and representation from a range of backgrounds, expertise and ethnic groups in the community.

Some improvements have occurred in the areas for development identified in the 2014 ERO report. Increased focus on using student data in Years 9 and 10 has strengthened understanding of students’ needs and informed some targeted strategies at these levels.

School leaders are actively involved in the formation of the Te Angi Angi Community of Learners|Kahui Āko.

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

In the National Certificates of Educational Achievement (NCEAs) in 2016, approximately threequarters of students overall achieved success at Level 1 and over 80% at Level 2. Students who left with Level 2 go on to further education, training or employment. An increased focus on improving rates of attendance and retention across the school has impacted positively.

NCEA data for the past three years shows fluctuations and disparity in rates of student achievement. The school has capacity and capability to accelerate learning for all students. Trustees and leaders recently increased their focus on strategies to address in-school disparity, particularly for Māori and boys.

Agreed next steps are for leaders to provide a more cohesive and coordinated approach to promote accelerated progress for students at risk of poor educational outcomes by:

  • more specific targets for identified groups of priority learners, particularly in Years 9 and 10
  • better alignment to such targets of processes such as teachers’ inquiries, data analysis, reporting, and internal evaluation
  • defining specific tasks and accountability for leaders.

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

Equity and excellence

How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The college is developing a more deliberate approach to responding to those Māori and other students whose learning and achievement need acceleration. Its ongoing priorities are to improve NCEA Level 3 results overall, and for Māori and Pacific students, and to increase certificate endorsements.

The college is yet to achieve overall in-school equity of outcomes for Māori with their non-Māori peers. Since the August 2014 ERO report, achievement for Māori in the NCEAs has fluctuated, and continues to be below that of their peers at Level 1 and 3 and for University Entrance. However, in 2016, disparity was successfully reduced at Level 2 through targeted resourcing for a large group of Māori students through the ARONA project.

Retention at school for Māori up to age 17 and percentages leaving with NCEA Level 2 remain below their peers in 2016. Up to 30% of Māori do not successfully achieve literacy or numeracy requirements by Year 11.

Boys’ achievement shows significant disparity at all year levels. Leaders are exploring a range of targeted measures for improving their engagement, achievement and retention.

Students with a wide range of additional needs are well supported through targeted programmes coordinated by the learning support centre staff. Responsive individual planning enables these students to access a meaningful curriculum. Some achieve success at Level 1 and Level 2 NCEA.

Students participate and achieve well in a wide range of sporting, cultural, leadership and community linked learning opportunities.

School conditions supporting equity and excellence

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

The college has a strategic focus on improving outcomes for Māori by strengthening relationships and supporting learning and engagement through mentoring and coaching. This is supported by improved systems for tracking and monitoring. In 2017, it is being further developed through initiatives promoted by the SAF supported change and improvement plan.

Success for Māori as Māori is promoted through initiatives and programmes such as an active kapa haka group, marae visits, cultural leadership opportunities and some strengthened curriculum provision such as whakairo and whānau group involvement.

There is a focus on improving the engagement and achievement of some at risk students in Years 9 and 10 through regular discussion of their learning, engagement and progress. Closer teacher collaboration and greater use of achievement data have been extended to all Year 9 classes in 2017 to support increased student engagement in literacy and numeracy learning, where initial evaluation shows some improvements.

An increased range of pathways, programmes and courses is offered to all students. Many leavers are supported to transition to employment and tertiary study through these pathways, wellestablished community partnerships and vocationally linked learning programmes.

Teacher inquiry is promoted to foster and inform strategies aimed at improvement in student outcomes. Increased use of learner information and collaborative professional learning builds teacher capability. Targeted professional learning and development (PLD) is enhanced by regular and organised learning opportunities amongst staff. Appraisal has a focus on improving outcomes for students and continues to be reviewed and refined.

The college recognises the value of building partnerships to promote positive outcomes for students. Learning focused communication with the school whānau group benefits students. Close links with agencies promote students’ health, wellbeing and personal development. Professional learning partnerships with other schools support literacy teaching.

Senior leaders have well-defined roles and responsibilities and are actively involved in leading initiatives and strategies to improve student engagement, wellbeing and achievement. Trustees are well informed through regular reporting from the principal, leaders and committees to assist planning and resourcing decisions. They consult and engage with the community in charter and annual planning.

Sustainable development for equity and excellence

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

School leaders and ERO identify the need for trustees, leaders and teachers to:

  • define success outcomes for all Māori and the strategies that promote these, including processes for building teachers’ cultural competencies and capability

  • further develop curriculum evaluation by middle leaders to better understand the effectiveness of programmes in accelerating student achievement

  • continue to build processes and strategies to enhance partnerships with whānau and families of priority learners

  • refine appraisal processes to include an evaluative summary statement about teachers' strengths and areas to develop.

To further improve rates of achievement and reduce disparity for Māori and boys in Years 9 and 10, the school should

  • develop greater cohesiveness of the curriculum including increased use of achievement information especially in literacy and numeracy
  • improving the effectiveness of teaching strategies to promote engagement and respond to interests, strengths and needs of Years 9 and 10 students
  • strengthen the approach to transitions to the college.

Leadership across the school should be strengthened to more closely focus actions on accelerating achievement for equitable outcomes.

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.

To improve current practice, the board of trustees should:

  • ensure all externally sourced and electronically stored policies are customised to the college context and procedures and dated when last reviewed in accordance with the board’s triennial review cycle
  • ensure that the policy and procedures for handling complaints are reviewed and up to date with clear procedures communicated to the community, and that there is a system for recording and monitoring any complaints.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there were three international students attending the school, including one exchange student.

International students in Central Hawke’s Bay College are well supported to further their education and to familiarise themselves with the local culture.

The current students have integrated well into college and community life. They achieve well and are provided with an appropriate learning programme. Students receive suitable ESOL (English for Speakers of Other Languages) provision.

The school carefully selects homestay places for the students and is in regular contact with the providers. Students are very positive about their overall experience in this school and community.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The college has capacity and capability to accelerate learning for all students. However, disparity in achievement for Māori and other students remains.

Leaders and teachers:

  • know the students whose progress and achievement need to be accelerated

and now need to:

  • develop and implement approaches that effectively meet the needs of each student
  • improve the school conditions that support the acceleration of students’ progress and achievement
  • build teacher capability to accelerate students’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for students
  • monitor targeted planning, improved teaching, and students’ progress
  • discuss the college’s progress with ERO.

ERO will provide an internal evaluation workshop to support the college’s development of effective planning and monitoring processes to support equity and excellence for all students.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

26 September 2017

About the school

Location

Waipukurau

Ministry of Education profile number

233

School type

Secondary (Years 9 to 15)

School roll

505

Gender composition

Male 53%, Female 47%

Ethnic composition

Māori 39%
Pākehā 56%
Asian 4%
Pacific 1%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

26 September 2017

Most recent ERO report(s)

Education Review, August 2014
Education Review, May 2011
Education Review, November 2007