Forest View High School - 03/10/2018

School Context

Forest View High School provides education for students in Years 9 to 13. Students come from Tokoroa and surrounding rural and forestry areas.

The school’s charter and annual plan have been developed from the overarching mission statement “a caring, inclusive, values-based school where all strive for personal excellence and young people are prepared for the challenge of the 21st century”. The school values of whanaungatanga, striving for personal excellence, resilience and innovative learning underpin the curriculum and the personal goals of students.

In 2016 a new board chair was appointed, along with several new trustees. Most trustees have undertaken governance training since being elected. Currently the experienced deputy principal is acting principal and the board has started the new principal appointment process.

The current roll of 323 includes 170 students of Māori descent who whakapapa to a number of iwi. The roll has declined since the last ERO review in 2015, resulting in reduced staffing.

The school has developed a number of strategies to ensure students have clear pathways in the senior school to prepare them for further study or employment. There are close relationships between local employers and tertiary providers.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • National Certificate in Educational Achievement (NCEA)

  • school leavers’ data

  • attendance information

  • students with additional learning needs.

The school is part of the Tokoroa Community of Learning | Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is yet to achieve equitable outcomes for all of its students. Year 9 entry level data shows students are arriving at significantly lower levels in reading and writing when compared to national expectations. Teachers use a range of standardised literacy assessment tools to identify at-risk learners at Years 9 and 10, and to show progress over time. The school is yet to collate and analyse trends and patterns of achievement and report on these.

Overall, the school’s 2017 NCEA roll-based achievement data shows that most students gained NCEA Level 1 and 2, with less than half gaining Level 3. A small number of students gained University Entrance in 2017. NCEA endorsement results for 2017 have seen improvements at Levels 1, 2 and 3. Endorsements with excellence have also improved over time in Level 1 and 3.

Māori achievement at NCEA Level 1 and 2 has improved over time. Since 2015 the significant disparity between Māori and Pākehā achievement has reduced, with Māori now achieving comparably or above their Pākehā peers at NCEA Level 2 and Level 3.

There is ongoing disparity between the achievement of boys and girls. Girls significantly outperformed boys at NCEA Level 2 and 3 and University Entrance from 2015 to 2017. However, in 2015 and 2016, at Level 1 boys achieved at higher levels compared with girls.

The school has collated detailed school leaver data for 2017 for those students who left without NCEA Level 2. It is able to show that almost all students accessed further education or employment.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is able to show accelerated progress for Māori and other students who needs this.

There are a number of strategies in place to support at-risk learners at Years 9 and 10 and the school has information to show many of these students are making accelerated progress in reading and writing. However, the school is yet analyse data to clearly identify rates of acceleration for Māori and other groups of students in mathematics.

Cohort achievement data over time shows that in 2014 the Year 9 Māori students and others that were below curriculum expectations in reading and writing made accelerated progress. Of this cohort, those students who remained at the school to Year 12 and 13, all gained Level 2 NCEA in 2017.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school has modified the curriculum to respond better to the needs of students. Individualised pathways and learning programmes in Years 11 to 13 allow students to access a wide range of curriculum areas. Online learning, video conferencing, multi-level courses and access to trades academies allow students to follow their interests and strengths. These programmes provide multiple opportunities for students to achieve. The use of local and national contexts in learning activities contributes to student engagement in their learning and strengthens connections with the local community. Responsive learning programmes in Years 9 and 10 are in place for students who most need their learning accelerated. Well-constructed, differentiated programmes where progress and achievement is tracked and monitored are contributing to the acceleration of their learning.

Students benefit from a caring and inclusive learning community. ERO observed calm and settled learning environments that are reflective of the positive and respectful relationships between leaders, teachers and students. There are effective pastoral and academic mentoring programmes throughout the school. A strong learning support team, identifies and monitors those students whose learning is at risk. Students with identified additional learning needs are well supported with individualised learning programmes and support from a range of external agencies and community groups. Effective communication strategies between whānau, parents and the school ensure positive relationships.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Management and use of achievement information needs strengthening. Leaders and teachers need to:

  • develop annual targets that focus on accelerating progress for all students, including those whose learning is at risk

  • report regularly to trustees about rates of progress in relation to these targets

  • build capability of teachers to more consistently track and monitor the progress of at-risk students

  • further develop a consistent approach to differentiated teaching strategies informed by well-considered data analysis.

Targeted achievement processes to raise and accelerate progress need development as follows:

  • the alignment of school processes and practices with a focus on accelerating progress of at-risk students

  • the teaching as inquiry approach focused on the progress of targeted students.

Continue to strengthen the culturally responsive pedagogy through greater visibility of te aō Māori and the use of te reo Māori across the school.

There needs to be a continued focus on improving the school’s financial sustainability in order to effectively enact the school’s charter and annual plan.

3 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

  • finance

  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a responsive curriculum and educational partnerships with tertiary and trade institutes that provides students with meaningful qualifications and pathways

  • an inclusive and positive environment that enables students to be supported in their learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • the effective use of achievement information to inform teaching practice

  • strengthening culturally responsive pedagogies to foster the language culture and identity of students

  • using achievement information to make informed resourcing decisions

  • internal evaluation processes and practices

[ERO will provide an internal evaluation workshop for trustees and senior leaders.].

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

3 October 2018

About the school



Ministry of Education profile number


School type

Secondary (Years 9 to 13)

School roll


Gender composition

Girls 56% Boys 44%

Ethnic composition

Māori 53%
Pākehā 35%
Pacific 7%
Other 5%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

July 2018

Date of this report

3 October 2018

Most recent ERO report(s)

Education Review November 2015
Education Review July 2012
Education Review November 2008