Hamilton Girls' High School

Education institution number:
132
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Girls School)
Definition:
School with Boarding Facilities
Total roll:
1754
Website:
http://www.hghs.school.nz
Telephone:
07 839 1304
Address:

Ward Street, Hamilton

View on map

Hamilton Girls' High School - 29/06/2020

School Context

Hamilton Girls’ High School is a large urban secondary school in the centre of Hamilton. The student roll has remained consistent since the previous ERO review in 2016 and is currently 1587; this includes 30% who are Māori, 8% of Pacific heritage and students from a range of other ethnicities. There are 24 international fee-paying students and an attached hostel accommodating 136 boarders.

Through consultation, the school’s values have been recently reviewed and updated. The school’s vision of ‘empowering young women to dare to excel as innovative individuals who are globally connected’, is supported by the values of ‘excellence, identity, resilience, courage, curiosity and creativity’.

School leadership has remained unchanged since the previous ERO review and the experienced board has recently gained trustees with specific governance knowledge and skills.

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

  • National Certificates of Educational Achievement (NCEA)

  • aspects of achievement at Years 9 and 10

  • attendance.

The school is a member of the He Piko He Taniwha 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 and excellent outcomes for Māori and Pacific students.

The school’s 2018 NCEA achievement data, shows that most students achieve Levels 1 and 2 NCEA. The data also shows that the large majority of students achieve Level 3, with just over half of these students gaining University Entrance (UE).

There is significant disparity for Māori compared to their New Zealand European peers in NCEA and UE. There is also significant disparity for Pacific students at NCEA Level 1, Level 3 and UE. There has been a pattern of ongoing disparity for Māori and Pacific students over time.

The school’s 2018 retention data shows a higher number of students remaining at school until at least their 17th birthday compared to 2017. School leavers data shows that most New Zealand European and Māori and almost all Pacific students are leaving with Level 2 or above. A third of the Year 13 Pacific students are second language learners and have undertaken a two-year approach to gaining Level 2 NCEA. These students achieve at comparable levels at Level 2 to New Zealand European students.

Endorsements for student achievement in NCEA from 2016 to 2018, show that at merit level there has been a decrease at Levels 1 and 2 and an increase at Level 3. The data, inclusive of all students for excellence endorsements, have remained consistent over time. There is disparity in endorsement levels in some subject areas between Māori and New Zealand European students.

The school has had a focus on improving student attendance rates. The 2018 attendance data shows higher levels of attendance compared with 2017 and there is a positive trend over time. Correspondingly, there has been a decrease in the rates of unjustified absences.

Achievement information from nationally referenced assessment tools shows Year 9 and 10 students made less than expected progress in literacy and numeracy from 2017 to 2018. There is some disparity in these results, where New Zealand European students are performing at higher levels than their Māori peers. However, all students including Māori and Pacific, made better than expected progress in science.

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

The school has some achievement information that shows the effective acceleration of those Māori and other students who need this over time. A significant majority of those students who entered the school at Year 9 in 2015, achieving below curriculum expectations in English and mathematics and who remained until 2018, gained NCEA Level 2. Strategies and interventions used to accelerate the progress and achievement were most effective for Pacific and New Zealand European students, but less effective for Māori.

Many students with additional learning needs are well supported and their learning is effectively accelerated in literacy and numeracy.

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?

An inclusive, positive school culture supports students’ sense of belonging and wellbeing. Senior leaders promote the school values, are highly respected, empathetic and set high expectations for students. There are positive relationships between teachers and students with strong networks in place to support students’ pastoral care needs. Recent changes to the junior curriculum have strengthened links with the community, parents and whānau.

There is a strong sense of school pride. Students have a wide range of opportunities to enjoy success, with a feeling of sisterhood an integral part of the school culture. Students from a number of different ethnicities are included and supported. Māori and Pacific cultural groups are actively promoting their respective language, culture and identity. A range of cultural events are acknowledged and celebrated at the school. Many student leadership pathways are available for students and this has led to positive student role models throughout the school.

Students with additional learning needs are well supported through an ongoing strategic focus. The appointment and placement of key staff has ensured that appropriate support networks enhance students’ opportunities to learn and succeed. The continued development of the Hilary Hub provides a central focus to support these students. Many students involved in these programmes make accelerated progress.

The learning environment is managed in ways that support participation and engagement. Knowledgeable teachers use a range of teaching strategies to motivate and encourage students. They actively support students in class and provide formative feedback, which strengthens student involvement in their learning.

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

The school has yet to effectively analyse and use achievement information to inform teaching and learning. Annual departmental reviews do not clearly respond to the disparity in student achievement. Improved data analysis will allow clear trends and patterns to be identified, inform teacher practice and ongoing curriculum design, and assist teachers to better respond to the specific learning needs of students.

Internal evaluation of subject courses requires strengthening to better measure the impact of recent initiatives on student outcomes. Evaluation of the school’s valued student outcomes will clarify what is working most effectively for their students. A greater emphasis on the impact of culturally responsive and relational pedagogies at the classroom level will strengthen the school’s strategic goals by further building teacher capability.

A more coherent approach to monitoring students at risk of not achieving is needed. Clarity of the specific roles, responsibilities and accountability of middle and senior leaders are also necessary. Although there are currently numerous ways to track student achievement, a standardised schoolwide system for actioning appropriate responses to improve student outcomes needs to be developed, to build greater consistency across the school.

3 Other Matters

Provision for students in the school hostel

The school hostel, Sonninghill Hostel, accommodates 136 students. Boarders are housed according to year levels in dormitories, units, and single and double rooms. There is provision for a greater level of privacy and independence for Year 13 students.

Communal spaces provide a range of recreational activities. A number of organised events throughout the year provides further opportunities for social interactions between students.

There is a comprehensive induction programme for new boarders and mentoring and tutoring support is provided for those students who require it.

The school has attested that all requirements of the Education (Hostels) Regulations 2005 have been met.

Provision for international students

The school is 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 ERO review there were 24 long-stay international students attending the school.

Effective systems and processes are in place to support the pastoral care of international students. The school monitors the provision for students through ongoing internal evaluation. Promotion of student wellbeing and the meaningful integration into school life is a strong focus. Students have positive experiences at school and are encouraged to participate in a wide range of activities and events.  Students are provided with relevant curriculum experiences and subject choices, alongside useful guidance to support successful pathways to further study. A well-considered approach to supporting English language learning caters for individual student needs and enables success.

ERO has identified the need to enhance reporting to the board of trustees. This is necessary to further support the school to evaluate its effectiveness in providing positive academic and pastoral outcomes for all international students.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Hamilton Girls’ High School’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.

6 Going forward

Key strengths of the school

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

  • a school culture that enhances students’ language, culture and identity
  • support for students with additional learning needs that provides opportunities to accelerate their progress
  • a learning environment that promotes students’ participation and engagement in their learning.

Next steps

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

  • the management and use of student achievement information to inform decision making
  • internal evaluation to evaluate the impact of recent initiatives and senior courses
  • deliberate, planned actions to reduce disparities for Māori and Pacific students.

Areas for improved compliance practice

To improve current practice, the board of trustees should review and update hostel policies.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

29 June 2020

About the school

Location

Hamilton

Ministry of Education profile number

132

School type

Secondary (Years 9 to 13)

School roll

1587

Gender composition

Female 1587

Ethnic composition

Māori 30%
New Zealand European/Pākehā 45%
Asian 11%
Pacific 8%
Other ethnic groups 6%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

29 June 2020

Most recent ERO report(s)

Education Review November 2016
Education Review October 2013
Education Review December 2010

Hamilton Girls' High School - 18/11/2016

Findings

Students at Hamilton Girls’ High School benefit from a wide range of academic, sporting, cultural and social opportunities. They participate and enjoy success within an affirming, inclusive and friendly school culture. Relationships among students, teachers and whānau are positive and respectful. This is helping students achieve to their potential.

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?

Hamilton Girls’ High School is a large urban secondary school in the centre of Hamilton. The student roll has increased since the previous 2013 ERO review and is currently 1693, of which 553 (32%) are Māori and 145 (8%) are of Pacific heritage. A feature of the school is the diversity of ethnicities and the promotion and celebration of these cultures. There are 17 international fee-paying students and an attached hostel accommodating 131 boarders.

Since the principal’s appointment in 2013 and the last ERO review the same year, there have been significant staffing changes, including several well-considered appointments to senior leadership positions. The board of trustees continues to be led by an experienced board chair person and includes several newly elected members. The board of trustees also includes Māori and Pasifika representation and a co-opted hostel representative.

The schools motto is ‘a wise woman shapes her own destiny’ and the intention is to provide an inclusive environment ‘where each student aspires to achieve personal excellence’. The school is currently involved in the Ministry of Education initiative Positive Behaviour for Learning (PB4L) and that is having a positive impact on the culture of the school.

The school has a positive reporting history with ERO. The areas for development identified in the previous ERO report were used productively to inform strategic planning. The school has made considerable progress in all areas.

The school is involved in the establishment phase of a Community of Learning (COL) with other local schools.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school is increasingly using school achievement information effectively to make positive changes to learners’ engagement, progress and achievement.

Senior leaders and staff from the pastoral care team, liaise well with the contributing schools. They gather comprehensive, relevant personal and achievement information on students entering Year 9. This information is used in conjunction with pre-entrance tests to place students in appropriate classes and social groupings. Students in need of additional support are identified and provided for to ensure a successful transition to high school.

Highly effective co-construction meetings between core teachers who have Year 9 and 10 classes are a significant new development. These termly meetings establish relevant goals for each class. Teachers share effective and culturally responsive teaching strategies and use evidence to monitor progress of students at risk of underachieving, with a particular focus on raising the academic achievement of Māori students. Senior managers and curriculum leaders now need to coordinate and rationalise the assessment and reporting of student achievement and progress at Years 9 and 10. This is likely to provide a more cohesive approach to accelerating the progress of students at risk of underachieving in the junior school.

The appointment of the Director of Learning in the Hillary Hub is another important development. This is having a positive impact on learning, engagement and achievement. The director coordinates the analysis and sharing of entry data and other achievement information at Years 9 and 10. This promotes more effective use of this data to inform planning and teaching strategies to meet students identified as needing support or extension. The Hillary Hub also provides inclusive and flexible support for students at all levels, particularly those students who have high needs or are identified as priority learners. Community volunteers work closely with students to build their confidence and accelerate their learning.

All teachers have ongoing access to a wide range of academic and pastoral information to inform their planning and build productive relationships with students and their families. Each curriculum area provides an annual report for the board and senior management which summarises achievement information with a particular focus on the National Certificate of Educational Achievement (NCEA). These reports effectively inform departmental self review and curriculum design. Senior management also use these reports to effectively guide decisions about resourcing.

In 2015 the board and school leaders set and reported on achievement targets for students at Levels 1 and 2 NCEA. Data shows that the proportion of students gaining Level 1, 3 and University Entrance (UE) qualifications is comparable to national averages and similar schools. The proportion gaining Level 2 is above national averages at 86% and has surpassed the government’s Better Public Service Target of 85% of all students gaining NCEA Level 2 by 2017. Four students attained National Scholarships in 2015.

In 2015 the board set an appropriate target to reduce the gap between the achievement of Māori and Pākehā students at Level 2 by 5 % and this goal was achieved. Māori are achieving at a comparable rate to their peers with 83% gaining level 2 NCEA. The school recognises the significant disparity of achievement at Levels 1, 3 and UE and has set targets in 2016 aimed at reducing the gap between Māori and Pākehā students. The school and curriculum leaders should now consider developing specific department targets and action plans that focus on raising Māori student achievement, monitor, and regularly report on the progress of these students, especially those at risk of underachieving.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum provides many opportunities for students to experience success in a broad range of academic, sporting, cultural, social and educational opportunities. They participate and learn in a caring, collaborative, inclusive and diverse school community. Mutually respectful relationships amongst students and staff is highly evident. A culture of high expectations and school pride has been successfully promoted throughout the school community.

The pastoral care team provides highly effective support for students and their parents and whānau. Senior managers successfully co-ordinate the pastoral work of heads of house, tutor teachers, deans, guidance, careers and health services. There is an effective programme of academic mentoring for senior students.

The curriculum is responsive to students’ needs and strengths through a range of academic and vocational learning pathways available. At the senior level there is an increasing number of courses involving tertiary providers and industrial training organisations.

Classes observed by ERO were settled and positive, with high levels of student engagement evident. Effective strategies for teaching and learning include:

  • increasing use of data to inform planning and provide targeted teaching opportunities
  • effective systems for documenting, recording and sharing feedback and feedforward based on success criteria to improve student outcomes
  • hands-on learning opportunities including group work
  • authentic contexts for learning and links to the community
  • effective use of digital devices to extend learning
  • use of student voice to evaluate their engagement and inform planning and course design.

The next step is to build consistency of teaching by continuing to consolidate and embed the opportunities to share good practice and effective strategies within departments and across the school.

The principal has been highly successful in building effective relationships with the board, staff, students, iwi and the wider community. She proactively seeks and values a wide range of perspectives to gain an in-depth understanding of the school context and aspirations of the community. The principal is highly effective in modelling a commitment to professional learning and is continually building successful networks to support ongoing development and growth.

Several strategic appointments to leadership positions continue to build the professional capability and collective capacity of teachers and support staff. The senior leadership team has a range of complementary areas of expertise and influence, and pursue their targets aimed at achieving equitable outcomes for all students. Together they empower staff at all levels and there is an extensive, and highly effective programme of professional learning and development for teachers, with a focus on current research of best practice. Professional learning groups provide opportunities for teachers to share their expertise, disseminate knowledge, and promote improvement and innovation in their departments. Support staff are highly respected for the high quality services they provide to students, teachers and parents.

How effectively does the school promote educational success for Māori, as Māori?

The school effectively promotes holistic success for Māori, as Māori. This is celebrated at the annual Māori and Pasifika Success Evening. A focal point for the Māori school community is the Wharenui - Te Ao Marama. This area is used for the whānau tutor groups, the instruction of te reo Māori, and kapa haka. The kapa haka group experienced success reaching the finals in the national secondary schools competition in 2016. Whānau hui are also held in the wharenui. These provide regular opportunities for whānau to meet and discuss their aspirations for Māori students, set targets, discuss achievements and to develop a sense of belonging at the school.

The Ministry of Education initiative, Kia Eke Panuku (KEP), promotes cultural responsiveness school wide. There has been considerable progress in improving the engagement and retention of Māori students and opportunities for them to experience success. There is a strong focus on developing teachers' understanding and promotion of manaakitanga, whanaungatanga, tangata whenuatanga and ako. There is a strategic approach to consolidating, embedding and extending the KEP initiatives of co-construction, shadow coaching, Rongohia Te Hau observations and providing professional development for staff to further develop cultural contexts in the curriculum.

The progress and achievement of senior Māori students is effectively tracked and monitored. They are able to choose mentors and meet regularly with them to discuss their goals. A feature of the school community is the significant number of positive Māori role models including the principal, senior managers, staff, student prefects and cultural leaders, and community guest speakers for students to aspire to and emulate. The Kāhui Arataki leadership group provides academic support at the homework centre for students with their homework, assessments and study skills. The ‘Realising Potential’ classes at Years 10 and 11, Te Kupenga and Te Arahanga, have successfully provided motivation and empowerment of identified Māori students to develop their leadership skills. These courses effectively provide opportunities for students to work as a team, problem solve, and maintain a positive approach to challenges to build their resilience and self confidence. This is having a positive impact on their learning and achievement.

Pasifika Success

The success of Pasifika students is promoted throughout the school. Cultural events provide opportunities to celebrate the language, culture and identity of the diverse group of students of Pacific Island origin. The ‘Pasifika by Nature’ cultural group experienced success at the 2016 cultural festival.

The Pasifika fono meetings provide fanau with opportunities to connect, share food, acknowledge cultural protocols and celebrate diversity. This also provides the forum for parents to discuss aspirations, set achievement targets for Pasifika students, understand assessments, and learn strategies to help support their daughters’ learning.

Initiatives to support success for Pasifika students include:

  • the Big Sister Programme for Year 9 students where they are assigned to a senior student from their tutor class to support transition into high school
  • opportunities for Pasifika students to lead and promote their culture in the school
  • the Pasifika mentoring programme to promote engagement, retention and achievement
  • the Pasifika homework centre that provide academic support for students with their homework, assessments and study skills.

The data in 2015 showed that Pasifika students were achieving at comparable rates to their peers in NCEA Levels 2, 3 and UE. The school has developed a strategic plan for the success of Pasifika students to support and promote language, identity and culture of the different Pacific Islands represented at the school.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Positive factors include:

  • the long-serving board chair brings continuity to the board and has a supportive and productive relationship with the principal
  • trustees who have a sound understanding of education and their role in governance
  • the well-respected principal has been highly effective in change management, and models collaborative leadership with a clear focus on working towards achieving equity and excellence for all
  • the cohesive, knowledgeable and highly effective senior leadership team
  • knowledgeable and experienced curriculum leaders who are open to working collaboratively
  • a highly effective and experienced pastoral care team that coordinates a ‘wrap around’ support network for students
  • dedicated teachers who have high expectations for students work hard to facilitate many additional opportunities for students to learn and succeed in a wide range of extra-curricular activities
  • a school culture that encourages students to participate, experience success and celebrate their achievements.

The school recognises the disparity between its Māori and Pākehā achievement data and is developing and consolidating a number of strategies to close this gap. The next step is to ensure that these current strategies are regularly evaluated by building the collective capacity of leaders, trustees and staff to inquire into the effectiveness of systems, processes and practices. This includes the strengthening of the appraisal process and continuing to develop teaching as inquiry to further enhance teaching and learning at Hamilton Girls High School.

Provision for international students

The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) was introduced on July 1st 2016. The school is aware of the need to update its policies and procedures to meet the new code requirements by December 1st 2016.

At the time of the ERO review there were 17 International students attending the school, including 8 exchange students.

The school has begun to align its policies and procedures to meet requirements for the 2016 Code.

International students are made to feel welcome, and are well-supported personally and academically. They participate in a wide range of additional extra-curricular activities provided by the school. The Director of International Students is appropriately qualified and retains overall responsibility for student pastoral support, self-review and reporting systems. She is well supported by a Homestay Coordinator and Finance Manager. English Language Learner courses are available, and responsive are to the identified language needs of students.

International students meet on a daily basis as a tutor administrative group, and this allows ongoing and effective pastoral support. Teachers in mainstream classes receive information and guidelines concerning the learning needs and levels of international students in their classes. Three teacher aides, who also have appropriate qualifications, support International Students in their classes to ensure students are fully integrated into the curriculum.

Provision for students in the school hostel

The school hostel, Sonninghill, accommodates 131 students, approximately 8% of the school roll. It is owned by Hamilton Girls High School Board of Trustees. The hostel owner has attested that all requirements of the Hostel Regulations are met.

Students in the boarding hostel are well supported in the follow ways:

  • hostel management and staff are committed to the wellbeing and educational success of students
  • pastoral support includes medical facilities and counselling support on site
  • hostel systems and regulations promote student safety, encourage consistent behaviour and provide opportunities for leadership and involvement in hostel life
  • regular study time for boarders is supported by prep tutors and access to e-learning facilities
  • hostel operations are reported regularly to the board, which has a co-opted trustee from the Hostel Parent Group.

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 Hamilton Girls’ High School benefit from a wide range of academic, sporting, cultural and social opportunities. They participate and enjoy success within an affirming, inclusive and friendly school culture. Relationships among students, teachers and whānau are positive and respectful. This is helping students achieve to their potential.

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

Lynda Pura-Watson

Deputy Chief Review Officer

18 November 2016

About the School

Location

Hamilton

Ministry of Education profile number

132

School type

Secondary (Years 9 to 13)

School roll

1693

Number of international students

17

Gender composition

Girls 100%

Ethnic composition

Pākehā

Māori

Indian

Other European

Other

South East Asian

Other Asian

Samoan

Tongan

Pacific

Cook Island

Chinese

40%

32%

5%

4%

4%

3%

3%

3%

2%

2%

1%

1%

Special Features

School Hostel

Review team on site

August 2016

Date of this report

18 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

December 2010

December 2007