Chanel College - 13/06/2018

Findings

Leaders and trustees have made progress in developing the curriculum, strengthening the use of achievement information, tracking progress and raising achievement. Establishing the leadership team, including the appointment of a new principal, is key to ongoing improvement.

ERO intends to carry out another review over the course of one-to-two years.

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 232 students attending the school, 19% of whom identify as Māori and 8% as Pacific.

The principal resigned from the end of 2017 and one of the associate principals resigned at the start of 2018. At the time of the review an acting principal was in place as trustees were working to appoint a new leader from the start of Term 3, 2018. The acting principal and senior leaders have worked to provide a stable, structured start to the school year.

There have been a number of schoolwide professional development programmes over the past two years including the Ministry of Education initiative, Positive Behaviour for Learning (PB4L) and restorative practices.

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

The 2016 ERO report identified a number of key areas for ongoing development. These were for trustees and leaders to: 

  • develop a comprehensive curriculum overview including expectations for teaching and teacher appraisal
  • introduce a consistent schoolwide approach to assessment to better identify, respond to and monitor student progress and achievement
  • establish an overarching framework to guide a common approach to review and align strategic direction, systems and processes
  • strengthen the school’s professional leadership.

Progress

Senior leaders have effectively led teachers in the development of a well-documented curriculum based on The New Zealand Curriculum and including unique aspects that reflect the college’s history, Catholic character, values and local aspirations. There are clear guidelines and expectations for planning, use of assessment information, teaching, student learning and development. The professional development focus for 2018 is on strengthening culturally responsive teaching practice.

Appropriate nationally referenced assessments are used in Years 7 to 10 to identify students at risk of not achieving. Assessment is increasingly being used to inform planning and support literacy development across the curriculum. Information about reading, writing and mathematics achievement in Years 7 to 10, together with senior school progress, has been collated and regularly reported to the board.

Senior student progress is actively monitored and supported throughout the year to ensure the positive outcomes for students in achieving National Certificates of Educational Achievement (NCEA) and other qualifications. NCEA Level 1, 2 and 3 results in 2017 showed improvement over previous years. Māori achievement improved significantly in 2017 and at Level 1 and 2 is on par with or above that of their peers in the school.

School leaders have identified, and ERO's evaluation affirms, the need to continue to strengthen teacher capability in departmental and class level diagnostic use of assessment information. This should better inform planning and teaching and assist teachers to evaluate lesson and programme effectiveness. Patterns of achievement and outcomes for groups and cohorts of students are recognised and shared. It is important to more deeply explore this data to identify why the pattern exists, what has worked and where to next.

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.

A culture of regular critical reflection is being established and leaders are now introducing a more outcomes focused, evaluative approach. Enhancing this process with the use of key indicators of expected performance at all levels of the school in order to evaluate the impact of programmes and initiatives, is an ongoing priority.

A new appraisal system has been introduced that has the potential to support the growth of professional practice across the school. As yet implementation is not robust or rigorous enough to ensure teacher capability is enhanced and meaningful outcomes achieved. Strengthening goal setting and improving the quality of appraiser feedback and feedforward should support more effective outcomes for teachers and students.

3 Sustainable performance and self review

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

The school is improving its ability to sustain and improve its performance.

The board of trustees is future focused. Members bring a useful range of experience and knowledge. Trustees are increasingly well informed and now receive a range of information about student achievement, activities and school operation to support resourcing decisions. The board is planning to continue strengthening its engagement with parents and whānau.

In order to continue to improve school performance and raise student achievement, trustees and school leaders need to:

  • establish and grow the school’s new leadership team
  • strengthen schoolwide internal evaluation to improve understanding of the impact of programmes and initiatives
  • enhance the rigour and robust implementation of the appraisal process

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.

ERO identified non-compliance in relation to the health curriculum consultation.

In order to address this, the board of trustees must:

  • comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school’s community.
    [Section 60B Education Act 1989]

Conclusion

Leaders and trustees have made progress in developing the curriculum, strengthening the use of achievement information, tracking progress and raising achievement. Establishing the leadership team, including the appointment of a new principal, is key to ongoing improvement.

ERO intends to carry out another review over the course of one-to-two years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

13 June 2018

About the School

Location

Masterton

Ministry of Education profile number

244

School type

State Integrated Secondary (Years 7 to 13)

School roll

232

Gender composition

Female 56% Male 44%

Ethnic composition

Māori
Pākehā
Pacific
Asian
Other ethnic groups

19%
59%
8%
8%
6%

Review team on site

March 2018

Date of this report

13 June 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

January 2016
December 2012
July 2009