Chanel College - 03/02/2020

Findings

1 Background and Context

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

Chanel College caters for students in Years 7 to 13 from Masterton and surrounding areas. There are 204 students attending the school, 15% of whom identify as Māori and 7% as Pacific.

Chanel College aims to provide a holistic education that develops all aspects of being human: Intellectual, physical, emotional, social, cultural and spiritual. The spiritual dimension is an essential part of the Special Character, which is summed up in the motto, “All Through Christ.” The College values are: Community, Honesty, Acceptance, Never Giving Up, Excellence and Love. 

The principal joined the school at the beginning of 2018 and was appointed as permanent mid-year. There have been several staff changes. Leaders and trustees have responded positively to areas for development identified in the 2018 ERO report.

The college is a member of the Masterton (Whakaoriori) Kāhui Ako.

2 Review and Development

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

Priorities identified for review and development

Chanel College has been involved in a 1 to 2 year review process with ERO to support school progress and development. The review has included a number of meetings to determine the following agreed priorities:

  • establishing and growing the school’s leadership team

  • promoting teacher development through a robust and rigorous implementation of a consistent appraisal process

  • enhancing the understanding and use of data to enable leaders and teachers to more deeply analyse and effectively use information

  • strengthening schoolwide internal evaluation.

Progress

The principal, appointed from the middle of 2018, and senior leaders have established an effective leadership team. They work collaboratively growing a reflective, responsive organisation. Layers of leadership are now in place with staff encouraged and supported to take responsibility for aspects of the curriculum and pastoral care.

The school’s tone and culture have significantly improved. The special Catholic character is clearly evident and underpins all school operations. Classes are well settled with students on task and engaged in their work. There are positive relationships among students and teachers. Digital technology is well used as a tool to support student engagement and learning.

Trustees, leaders and staff have made good progress in reviewing, refining and implementing a clear strategic plan and direction for the school. A more considered approach to change management is increasing a shared understanding and acceptance of new approaches and direction.

There is a strong emphasis on growing teacher capability. Astreamlined and strengthened appraisal system has been implemented that promotes teacher inquiry and is focused on improving practice. The restructure of departments supports greater teacher collaboration, sharing of ideas and is developing a consistent approach to improving outcomes for students.

Sound progress has been made in identifying, tracking and monitoring student achievement. Appropriate tools are used to gather relevant achievement information. Data is well analysed to identify overall patterns and trends and shared with trustees to inform decision making and review. Students at risk of underachievement are identified early and supported.

Clear expectations are in place for the use of student achievement information by teachers. Strengthening capability in departmental and class level diagnostic use of assessment information is an ongoing priority. This should better inform planning and teaching, and assist teachers and leaders to evaluate lesson and programme effectiveness.

3 Sustainable performance and self review

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

Chanel College has made good progress in improving and reviewing its performance.

The board of trustees, which includes proprietor’s representatives, utilises an appropriate range of professional supports through the New Zealand School Trustees Association. Trustees bring a diverse range of skills to the role and provide sound governance for the college.

Strengthening internal evaluation was identified as a priority in the 2018 ERO review and remains an area for development. Review processes remain largely action or input focused. As significant new approaches are introduced it is important that trustees and leaders:

  • identify and articulate key intended outcomes and indicators of success, and how their impacts will be measured

  • thoroughly evaluate progress at key points in the process to determine the effectiveness of the programmes.

These actions should better enable teachers and leaders to more effectively support teaching and learning and improve outcomes for students.

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

There is an appropriate range of policies and procedures to guide school operations. In order to improve practice trustees and leaders should ensure that all members of the school community have easy access to these policies and procedures through the school’s website or hard copy.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Chanel College’s performance in achieving valued outcomes for its students is: Developing

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

3 February 2020

About the School

Location

Masterton

Ministry of Education profile number

244

School type

State Integrated Secondary (Years 7 to 13)

School roll

204

Gender composition

Female 55%, Male 45%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

South East Asian

Other ethnic groups

15%

65%

7%

6%

7%

Review team on site

November 2019

Date of this report

3 February 2020

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2018

January 2016

December 2012