Findings
Students at Cromwell College benefit from a curriculum that makes good use of the local learning environment. They achieve well, with improved achievement in the senior school. The board and school leaders focus on continuous improvement. The principal provides strong leadership. Leaders and teachers should raise levels of student engagement in areas of the junior school.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Cromwell College provides education for students in Years 7 to 13. There is provision for apartment living for senior and international students attending school away from home. The school has a stable roll of approximately 400 students.
Students benefit from the many opportunities they have to participate in a range of programmes relevant to their needs and interests and the wider life of the school. The school continues to build the home/school relationships that effectively support students in their learning. Students describe their teachers as accessible and approachable and that they “go the extra mile” to help with aspects of their learning. Students learn in a friendly, supportive culture with strong pastoral-care networks.
The school has established useful links with the local community and business organisations. Students benefit from the support and resourcing they receive from a variety of local groups.
The school places a strong focus on improvement in all aspects of school life. There are well-documented systems and processes to guide students, teachers, senior leaders and trustees to carry out their roles and responsibilities.
Since the 2011 ERO review, several classroom areas have been redeveloped and refurbished. Trustees and senior leaders make effective use of self-review processes in annual planning.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school uses achievement information effectively to make positive changes to learners’ engagement, achievement and progress.
The school has placed a high priority on raising achievement and engagement, especially for students in Years 11 to 13. Senior students’ achievement in the National Certificate of Educational Achievement (NCEA) has improved since the 2011 ERO review. In 2013 an increased proportion of students achieved certificates at Levels 1, 2 and 3, with a similar increase in the numbers of students achieving Merit or Excellence endorsements. Contributing to this improvement are the monitoring strategies for senior students after they have set individual goals for their learning. Those students at risk of not achieving NCEA are well supported to succeed.
School-wide strategies to improve students’ engagement with school have led to positive shifts in attendance and classroom learning. A greater proportion of students are now staying on at school until the end of Year 12 or 13.
Individual students who have been identified as at risk of not achieving are being well supported through targeted conferences with parents, students and the school. These are having positive outcomes for students.
Students:
- discuss their learning with their teachers
- use learning information to help set their goals
- know that their success will be recognised and celebrated.
Teachers collect a range of useful achievement information to know their students well as learners. They use student learning information to identify gaps in students’ learning and implement support or extension programmes.
Middle leaders in the school thoroughly analyse student achievement information for year groups. They provide senior leaders and the board with a detailed analysis of how well students are achieving and progressing.
Senior leaders:
- carefully analyse trends and patterns in year levels and for each subject to identify areas for change and improvement
- effectively summarise and report to the board about how well the school is using a range of student engagement and other learning information.
Trustees:
- use student achievement information well to set appropriate targets to raise the achievement of all students, including some specific groups
- look for ways to support departments or the whole school to best meet students’ educational needs
- consider trends and patterns in student achievement information to inform their decisions for future planning.
Area for review and development
The school has identified, and ERO agrees, that a next step is for senior leaders to work with teachers to review, develop and strengthen assessment practices in Years 7 to 10. It would also be useful to strengthen the evaluative focus in reports to trustees about student achievement so that it is clear how well teaching strategies are working, what contributes to success and what needs to be improved.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is effective in promoting and supporting students’ learning. It is broad and provides for all students to succeed in line with their interests and abilities.
The school’s vision and ‘kawa’ (values) are well known by students and displayed around the school. Students enjoy participating and learning in the local environment such as outdoor and leadership activities and camps. Year 10 students also complete a Year 10 certificate that includes the Duke of Edinburgh Hillary Award, class work effort, sporting, cultural and service contribution.
Students in Years 11 to 13 are very well served by the school curriculum. They have access to a wide range of courses which are flexible and lead to further learning opportunities or employment. These include distance learning and learning through The Central Lakes District Trades Academies. The school focuses on providing productive pathways that enable most students to succeed at a minimum of NCEA Level 2.
Effective self review contributes to developments and improvements in curriculum provision for students. The school uses systems efficiently to implement and manage the curriculum. There are useful curriculum/faculty documents to guide teachers.
ERO observed classroom learning environments that were settled and purposeful with the school’s values evident. There was a strong focus on learning and achievement in these classrooms. Some teachers were using effective approaches to learning. They were empowering students to have greater ownership of aspects of their learning, such as choice about their level of learning, the context and content.
The school is gathering students’ ideas and opinions in a variety of ways. These are responded to and lead to some changes. This informs school self review in some cases.
Areas for review and development
Some students in the junior area of the school were not fully engaged in their learning and did not understand what they need to do to raise their achievement. Teaching practice should consistently follow the school’s guidelines and expectations.
Senior leaders have indicated, and ERO agrees, that:
- the quality of learning and engagement in the junior school will be reviewed to ensure further improvements in student progress and achievement
- curriculum leadership in Year 7 and 8 will continue to be reviewed.
- Senior leaders should also review the sufficiency of the bicultural curriculum in action.
How effectively does the school promote educational success for Māori, as Māori?
Māori students experience aspects of their identity, language and culture in school life and learning. The school is using effective strategies to engage its Māori families. It held a successful hui earlier in 2014 to build relationships with whānau and members of the Māori community.
Māori students achieve well and make sufficient progress to meet or exceed national expectations. Senior Māori students achieve well in NCEA at all levels. Māori student achievement is analysed for self review to improve success for Māori students. Senior leaders are beginning to focus on Māori students’ rates of progress.
A next step for the school is to report back to the board and whānau about success for Māori students.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is committed to sustaining and improving its performance. There are high expectations for continual reflection and ongoing improvement.
Leaders analyse and interpret data effectively to inform self review and improvement planning. The board, principal and other leaders are effectively consulting widely to gather and use information to contribute to annual planning.
Trustees are very well informed, knowledgeable and capable in their roles. They effectively use the information that they are presented with. Their collective focus is on raising student achievement.
Senior leaders work well together as a team. The principal provides effective professional leadership. He models and fosters a strong commitment to school improvement. He manages relationships well. He expects all teachers to provide the best outcomes for students.
The strategic and annual plans are useful and have been well developed. They have clear links to other key school documents. Progress towards meeting the school’s annual goals is regularly monitored and reported.
The school’s performance-management system has been improved. It should be rigorously implemented to raise the quality and consistency of teaching practice.
The board, senior leaders and teachers have the capacity and capability to ensure the areas for review and development identified in this report are systematically addressed, monitored and evaluated.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s processes for reviewing compliance against the Code are robust, well documented and lead to change when needed.
At the time of this review there were nine international students attending the school.
Students are well supported on arrival so that all aspects of their care, learning, and involvement in the school and wider community are managed effectively. Each student is closely monitored and their progress tracked to help them meet their goals for their time in the school. School trustees receive comprehensive reports about the provision for international students.
Provision for students in the school hostel
The school hostel, Cromwell College Apartments, accommodates up to 22 students. At the time of the review there were 12 students living there, 3% of the school roll. The hostel is owned by the Cromwell College Trust Board. The owner has attested that all the requirements of the Hostel Regulations have been met. ERO’s investigations confirm that there are sound processes to manage students’ safety and support their learning.
Students living in the apartments are in their final years at secondary school. They join the school from other parts of New Zealand or from overseas. All take courses that include Outdoor Pursuits and they are highly involved in these pursuits in the weekends as well as during the week. They live in groups of four or five in each apartment. Their independence is built through the responsibilities they are expected to take for their own care and wellbeing, such as doing their own menu planning and cooking.
Students in the apartments receive high quality pastoral care. Students spoke very positively about their experiences and support.
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
Students at Cromwell College benefit from a curriculum that makes good use of the local learning environment. They achieve well, with improved achievement in the senior school. The board and school leaders focus on continuous improvement. The principal provides strong leadership. Leaders and teachers should raise levels of student engagement in areas of the junior school.
ERO is likely to carry out the next review in three years.
Graham Randell
National Manager Review Services Southern Region
21 October 2014
About the School
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Location
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Cromwell
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Ministry of Education profile number
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373
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School type
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Secondary (Years 7 to 13)
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School roll
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405
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Gender composition
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Girls: 53%
Boys: 47%
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Ethnic composition
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NZ European/Pākehā
Māori
Pacific
Asian
other
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82%
13%
2%
2%
1%
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Review team on site
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August 2014
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Date of this report
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21 October 2014
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Most recent ERO report(s)
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Education Review
Education Review
Supplementary Review
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August 2011
March 2008
May 2005
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