Findings
Iona College provides a Christian values-based secondary education for day-girls and boarders. Wellbeing, opportunities for rich experiences and resilience for future learning are incorporated in the curriculum. Students are provided with high quality facilities, individual support and a variety of interesting learning experiences. They enjoy school life and achieve highly.
ERO is likely to carry out the next review in four-to-five years.
1 Context
What are the important features of this school that have an impact on student learning?
Iona College is a state-integrated boarding and day school for girls in Years 7 to 13. It was founded by the Presbyterian Church in 1913.
The vision and values are centred on fostering qualities and attitudes for girls’ holistic development and resilience for the future. Governance and management, through the board of trustees and the Iona College Council, are guided by Christian principles and those from The New Zealand Curriculum (NZC).
Over the past four years the roll has increased. An additional Year 7 and 8 class has been formed. Of the 309 students attending, 159 are boarders, 31 identify as Māori and 7 are international feepaying students.
Since the November 2011 ERO report, there has been significant property development for centralising information resources, supporting curriculum provision in the performing arts and earthquake strengthening.
In mid-2014 a new principal was appointed. Roles have been restructured for leadership and coordination of curriculum, literacy, numeracy, digital technologies and wellbeing. Recent staff changes include the appointment of a new deputy principal, responsible for wellbeing.
The school’s reporting history with ERO indicates sustained good performance.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Leaders and teachers gather a range of useful information about individual students. This is continually updated. It is used well to support transitions into, through and beyond the school, and foster learning and wellbeing. Students identified as at risk of not meeting expectations for their year levels are individually supported to make progress.
Academic achievement is high. Schoolwide information for literacy, mathematics and other subjects, indicates that nearly all students achieve at expectation by Year 8 and progress to attain National Certificate of Educational Achievement (NCEA) Level 1 in Year 11.
NCEA data reported over several years indicates performance has been sustained and improved. In 2015 all Year 11 and 12 students achieved NCEA Level 1 and Level 2, respectively. Almost all students in Year 13 attained NCEA Level 3. Most results are above those for similar schools.
Trustees and leaders are improvement focused. They seek to raise performance further by setting targets for increased numbers of students achieving highly in each part of the school. In 2016, the focus is on increasing NCEA endorsements with excellence and attainment of University Entrance and New Zealand Scholarships, without compromising students’ wellbeing and opportunities for enriching wider curricular experiences.
Leaders, personnel responsible for pastoral care and teachers know students well. The small roll and low numbers in each class enable support for individual learning and care. Information is shared regularly and used to monitor wellbeing, progress and achievement. Response to students’ diverse needs is managed well by teachers and the learning enhancement coordinator.
A wide range of data is collated. Its significance for individual students and groups is discussed and acted upon. Evidence-based evaluation and inquiry processes are beginning to develop. Documentation of in-depth analysis in relation to expected outcomes and success measures would support these processes and provide an evidential trail of continuous improvement for further reference.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is effective in promoting learning. Curriculum design and planning is considered carefully for its responsiveness to students’ preferred interests, strengths and identified learning needs. Students are highly engaged in a wide range of curriculum opportunities which contribute to their holistic development and academic success.
A recent review of curriculum ‘offerings’ has increased options for students, and incorporated cocurricular subjects within the school day to strengthen their learning purpose. These embody the vision, values and competencies, and offer opportunities for service to others. The timetable is managed to be responsive to choices and better suit students’ learning.
Students are encouraged to step up to leadership roles. Many experience successes in their chosen pathways and activities. Student feedback indicates a high level of satisfaction with their education opportunities. All students in Years 7 and 8 study te reo Māori as part of the curriculum. In Year 9, the study of te reo Māori is incorporated into the social studies programme. Internal evaluation should include reflection on the extent to which curriculum provision meets the expectations expressed in the charter, NZC and parent surveys.
Facilities and resources are of high quality and provide an environment for up-to-date practice. This year teachers are participating in professional development for using digital technologies effectively to enhance teaching and learning, and for knowing the difference made for students. Also developing is the depth and usefulness of teacher reflection on practice for deliberately focusing on what works best for learners.
How effectively does the school promote educational success for Māori, as Māori?
Māori students are fully engaged in school life, well represented in activities and leading roles, and achieve highly.
Effectiveness in promoting success as Māori needs to be defined. Information has been gathered from parents and whānau to ascertain their reasons for choosing Iona College. First level analysis indicates that most expectations for the quality of education and care are met to a high level. Some response is evident. Opportunities for further improvement are signalled in feedback about inclusion of te ao Māori in programmes and the environment. Going forward should encompass evaluation of how well the impact of previous professional development for culturally responsive practice has been sustained.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain overall performance and improve outcomes for students. Trustees and proprietors provide values-based stewardship in consultation with the school community. Information received is used thoughtfully to plan for the best interests of students.
The principal leads the strategic and day-to-day operation of the school effectively. Since taking up her role she has assessed school strengths and identified areas where change is likely to enhance outcomes.
The principal, the board and council are supported by staff who are committed to students and the college. Some members have a long association with the school. Pride and belonging are strong amongst adults and students.
Regular reviews give assurance that accountabilities are met. Information gathering is inclusive of all community voices and responses are considered for improvement. Recent self review indicates recognition of emerging issues and planning to address these.
Further development of internal evaluation processes will provide opportunity for enhancing what is going well. This has begun with strengthening the usefulness and consistency of the performance management system. Expectations for effective practice are being defined. Clarifying the indicators for evaluating success in achieving goals and objectives should provide a framework for reflection and inquiry.
The board of trustees has appraised the principal for the 2015 year. The process included feedback from school community members and reflection against the professional standards for principals. Next steps for linking this process more closely to school direction and operation are to:
- develop a performance agreement in alignment with the strategic and annual priorities
- include the practising teacher criteria and development goals
- define what will count as evidence of performance.
The level of capability and conditions present in the school are favourable for continued improvement.
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.
At the time of this review there were seven international students attending the school.
The school’s regular monitoring and review processes provide good information about how well students’ pastoral care and education needs are met.
The progress and achievement of these students in English language learning and the curriculum are known to the board and teachers. Data shows students make good progress and transition well prepared for future pathways.
All international students live in the boarding hostel. They are integrated into the school community. Feedback from students and their parents indicates high levels of satisfaction.
Provision for students in the school hostel
The school hostel accommodates 159 students, 51% of the roll. It is owned and governed by the Iona College Council, supported by the principal, hostel director and specifically designated staff. Student wellbeing is monitored closely. Operation of the hostel is comprehensively reviewed and findings reported. The hostel owner has attested that all requirements of the Hostel Regulations are met.
The quality of care is high. Girls are provided with comfortable, clean living conditions that offer a degree of privacy and opportunities for social interaction. Students are supervised after school for prep and during the night. Weekend activities are offered. Food is nutritious, varied and appetising. Dietary needs are observed.
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
Iona College provides a Christian values-based secondary education for day-girls and boarders. Wellbeing, opportunities for rich experiences and resilience for future learning are incorporated in the curriculum. Students are provided with high quality facilities, individual support and a variety of interesting learning experiences. They enjoy school life and achieve highly.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
Deputy Chief Review Officer Central
6 May 2016
About the School
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Location
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Havelock North
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Ministry of Education profile number
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224
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School type
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State-integrated secondary (Years 7 to 15)
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School roll
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309
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Number of international students
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7
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Gender composition
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Female 100%
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Ethnic composition
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Pākehā
Māori
Other ethnic groups
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86%
11%
3%
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Special Features
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School boarding hostel
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Review team on site
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March 2016
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Date of this report
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6 May 2016
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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November 2011
November 2008
May 2005
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