Kāpiti College

Kapiti College - 02/05/2019

School Context

Kāpiti College is a large coeducational secondary school located in Raumati on the Kāpiti Coast. The roll of 1458 students includes 20% who are Māori and 2% who have Pacific heritage. The department established for International Students was catering for 65 students at the time of this review.

The college’s desired outcomes are to ‘innovate, inspire and engage’ students and for them to experience ‘personalised learning in a connected community’.

The construction of a large Performing Arts centre, in the planning stage at the time of the May 2016 ERO review is currently in progress. When built this should support a wide range of school and community-based arts programmes and performances.

The schools own Kāpiti Marae is situated on the boundary of the College campus.

Ministry of Education funding has been used to support Accelerated learning and curriculum development.

The board of trustees’ strategic goals are to:

  • further develop curriculum provision for years 9 and 10

  • raise achievement for identified individuals and groups

  • ensure a safe environment where wellbeing and diversity are respected and valued

  • promote an innovative and creative approach to strengthening teaching and learning

  • increase engagement and involvement in the life of the school and community activities.

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

  • achievement and progress

  • attendance

  • pastoral and wellbeing.

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 effectively and consistently achieves equitable and excellent outcomes for nearly all its students. Nearly all students achieve well in National Certificates in Educational Achievement (NCEA) at levels 1 and 2, and most students gain Level 3. Most students who aspire to acquire the university entrance qualification (UE) are successful.

Māori students achieve well, and at similar levels to all other students in the college at NCEA Levels 1 and 2. There is a slight disparity at Level 3 and UE for Māori and boys. Retention of students at the school through to year 13 is high. School collected data shows that nearly all leavers go on to further education, training or employment.

Learning information for years 9 and 10 show that most students are meeting school expectations for academic achievement and engagement.

Students with additional, high and complex needs are well catered for through a range of appropriate interventions leading to positive outcomes. They are well supported through positive relationships with external agencies and providers.

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

Students who are at risk of underachieving are clearly identified and planned actions are put in place that meet their individual needs and increase their rate of progress.

Assessment data collected when students enter the school in year 9 shows about a third or more are below expectations in literacy and lower in mathematics.

High levels of success at NCEA Level 1 and 2 indicate that in literacy and numeracy many, including Māori students, have made better than expected progress over time.

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 curriculum is highly effective in delivering success for students. Curriculum design and enactment is responsive to their needs and aspirations. A broad range of learning experiences and opportunities are offered both in and outside the school. This includes a greater range of choices and pathways that enable all students to better access the curriculum and transition onto employment, training and further education. Leaders and teachers use digital devices effectively to enhance learning, maximise engagement and promote equity of outcomes.  

The school is caring and inclusive, acknowledging and celebrating diversity. Learners’ wellbeing is valued and promoted. Properly considered systems and processes are in place to support students to thrive and be successful. Comprehensive wrap around support is available to all students.  

Positive learning focused environments were evident in appropriately resourced classrooms visited by ERO. Students were highly engaged in learning. Respectful reciprocal relationships were evident. Students are collaborative and enthusiastic participants in activities. Student voice is valued, regularly gathered and contributes to ongoing development and innovation of the curriculum.

Te ao Māori and te reo me ngā tikanga Māori are well integrated through the curriculum. A range of processes and activities promote bi-cultural perspectives, give prominence to culture language and identity and enhance Māori students succeeding as Māori. There are long-established links with local iwi that support productive partnerships with parents and whanau.

Leaders and teachers have improved the use of learning information to inform teaching. They are gathering increasing amounts of data about students that provides a clear picture of achievement. An assessment tool has been developed that support the effective analysis of achievement data to establish trends and patterns. The tool has the capacity to track and monitor progress and rates of progress over time, particularly for students in years 9 and 10. Leaders are successfully increasing and maximising its use.

Leadership effectively promotes and supports teacher improvement and development. Time is given to build capacity to develop strategies that enhance learning. Teachers are actively encouraged to ‘innovate, inspire and engage’ students.  Teachers new to the profession are reflectively assisted to become attuned to learner’s motivations and develop their response to learners needs.

Teachers work collaboratively to use knowledge, evidence and inquiry to increase the effectiveness of their teaching. The strengthened appraisal process is usefully supporting professional collegiality and dialogue that lead to improvement in practice. There is a supportive professional environment that is responsive to identified needs and is aligned to the schools strategic goals.

Leadership values and successfully establishes relationships and partnerships with parents, whānau and community that benefit student learning. A wide network of connections with community agencies provides additional resources as required.

Trustees demonstrate a strong strategic focus on improving equity and excellence in outcomes for all students, in particular Māori.

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

Evidence-based internal evaluation requires strengthening. Focussing on the worth and value of actions taken will better determine the impact on improving rates of progress, particularly for priority learners.

School wide targets for improvement are general and seek to increase a percentage of students achieving a threshold. Reframing targets to be more specific and focussed on the rate of progress for those students requiring accelerated achievement should promote improved outcomes and support more effective evaluation.

Leaders have identified a priority to continue reviewing and developing the curriculum, specifically for years 9 and 10 in line with the school and community’s vision aspirations to ‘innovate, inspire and engage’. ERO affirms this direction.

3 Other Matters

Provision for international students

The college 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 and meets all aspects of the code.

At the time of this review there were 62 international students who were effectively supported by an established and experienced team of staff. Both long term and short stay students are drawn largely from South East Asia, China and Europe.

Processes for transition and orientation to the school are well considered. Systems for identifying and responding to individual learning needs are effective. Students who set goals for academic achievement experience success in NCEA and University Entrance qualifications.

Care is taken to provide courses that respond to the aspirations and interests of students and their families.

Students pastoral and wellbeing needs are catered for within an inclusive environment that values diversity. Students are actively involved in the life of the school, participating in a range of sporting, cultural and social activities both in the school and the wider community. They share and celebrate their cultures with other students formally through planned events and informally in day to day interactions with their peers.

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 Vulnerable Children Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Kāpiti College performance in achieving valued outcomes for its students is: Well placed.

6 Going forward

Key strengths of the school

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

  • an inclusive curriculum and that responds effectively to learning, well-being and cultural needs
  • consistently high and equitable levels of student achievement in NCEA levels 1 and 2
  • leadership that effectively promotes and supports teachers to improve and develop their practice
  • positive relationships and partnerships that support student learning.

Next steps

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

  • strengthening internal evaluation to better determine the impact on improving rates of progress, particularly for priority learners
  • ongoing review of the curriculum to better align with the school’s and the communities vision
  • reframing strategic targets for improved outcomes for those students requiring their achievement to be accelerated.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

2 May 2019

About the school

Location

Raumati Beach

Ministry of Education profile number

247

School type

Secondary (Year 9 to 15)

School roll

1458

Gender composition

51% Female 49% Male

Ethnic composition

Māori 20%

NZ/European/Pākehā 66%

Pacific 2%

Asian 3%

Other 9%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

2 May 2019

Most recent ERO report(s)

Education Review May 2016

Education Review June 2013

Kapiti College - 31/05/2016

Findings

The school’s curriculum, programmes and improvement initiatives respond well to diverse learners’ needs and interests. Leaders and teachers use student data well to monitor students’ progress and improve achievement in NCEA. Students participate in a wide range of extra-curricular activities. Strengthening inquiry and evaluation practices should support ongoing improvement.

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?

Kapiti College is a large co-educational secondary school. The roll at the time of this ERO review was 1569, including 17% who identify as Māori. Both the school roll and the numbers of international students enrolled have increased significantly since the 2013 ERO review.

Elected trustees have a good understanding of their roles and responsibilities through training and governance guidelines. Two representatives from the Māori community are co-opted to the board. Communications and sharing of information between home and school are enhanced through increased use of digital technology and conferencing. 

The college marae is a setting for increased schoolwide promotion of bicultural perspectives and Māori success as Māori.

Six purpose-designed spaces were added in 2015 to provide specialist technology and programmes to assist students with additional learning needs. Construction of a performing arts centre is about to commence, to support a wide range of school and community-based programmes and performances.

Whakaaro Hou Education Trust initiatives and resourcing support students’ access to and use of digital technology.

2 Learning

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

Leaders and teachers have continued to improve their use of achievement information to make positive changes to students’ learning, engagement and achievement. They regularly track, monitor and share information about students’ progress and wellbeing. As a result, planning and interventions are well informed and focused on all students as successful learners. The school has a well-considered approach for identifying and supporting students at risk of underachieving.

In the past three years, results in National Certificates of Educational Achievement (NCEA) Levels 1, 2 and 3 have improved, and University Entrance. A greater percentage of students achieved when compared nationally and to schools of similar type. Percentages of certificate endorsements have steadily improved at all levels. For the previous three years, more than 85% of students have achieved at least Level 2 NCEA when they leave school.

The school has improved achievement for Māori students. These learners achieve well at all levels of NCEA when compared to national statistics. However there remains some disparity for them when compared to non-Māori peers and the school has given priority to raising achievement and equitable outcomes for Māori learners.

Pacific student numbers are small, with several having multiple ethnicities. They are well engaged in their learning, with overall achievement at senior levels being similar to or above that of all other groups.

The school has recently enhanced its tools and processes for accessing and analysing data about students’ needs, progress and achievement. The school reports that this is helping students and their mentors have more targeted conversations about learning goals and outcomes. Students have a range of opportunities to give feedback about teaching and learning programmes.

A planned approach supports students’ transition into the school. The information gathered is used to decide suitable programmes and interventions for those with additional learning needs or interests.

The next step for leaders and teachers is to develop a more targeted approach to accelerating the progress of identified Māori students most at risk of poor educational outcomes. This should include:

  • effective use of achievement information to inform responsive planning and programmes
  • shared and agreed expectations for accelerating the learning and achievement of students at risk of poor educational outcomes
  • all teachers tracking and monitoring of these students’ progress over time
  • improved measures to evaluate the effectiveness and impact of the deliberate actions taken to improve engagement, achievement and retention at school.

3 Curriculum

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

The college has increased its range of programmes to cater for the needs, interests and aspirations of diverse groups of learners. Students have a wide range of opportunities to learn, achieve and progress in relation to the principles and expectations of the New Zealand Curriculum.

A collaborative approach to pastoral care and learning support is highly evident. This has been promoted by building learning partnerships through academic mentoring, coaching and increased sharing of wellbeing and learning information. Parent and whānau engagement is fostered to support the holistic needs of students.  

Teachers and students have positive relationships and students are willing participants in learning. Students take increasing ownership of their learning in some classes. They use digital devices and resources in ways that promote choices, independent learning and engagement. The school’s vision for personalised learning needs to be better shared, agreed on and enacted across the school.

Specific programmes and initiatives have been developed to respond to students with identified learning needs. Targeted programmes support literacy across the school and improvements in accessing learning pathways.

Māori learners’ perspectives are being recognised through more responsive programmes and teaching practices. Staff are building their awareness and understanding of te ao Māori to better represent bicultural perspectives and contexts in interactions with students and teaching programmes. More regular and visible promotion of culture, language and identity in classroom programmes should assist with meeting these expectations.

Since ERO’s previous report the special education needs unit has undergone changes in leadership and teaching staff. Planned programmes include opportunities for students to achieve individual goals and learn in the community. However, current monitoring and reporting systems and processes are insufficient to ensure that programmes are of high quality and improving student achievement, support and successful transition beyond school. Urgency should be given to implementing a plan for leading, managing, monitoring and evaluating the programmes and outcomes for students in this unit.

A more coherent and integrated approach to careers education and students transitions is required. This should ensure that curriculum pathways and programmes assist all students to make successful transitions through and from school. This should include:

  • making explicit the expectations for alignment between curriculum design, vocational pathways and individual students’ careers planning
  • reviewing current careers education and guidance practice, including the use of the benchmarking tools
  • improving the use of existing data, including information from student surveys, student learning plans, and leavers’ destinations to inform ongoing evaluation of learning pathway provision across the school.

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

Māori learners have increasing opportunities, encouragement and support to be successful as Māori in kapa haka, speech competitions and pōwhiri. A Māori student group, Te Waka Rangitahi, has been established to promote and support leadership, cultural awareness and inclusion.

Most staff have been actively involved in professional learning and development (PLD) programmes and events to increase their understanding and use of te reo me nga tikānga Māori.

Some newly-introduced initiatives have provided expanded learning pathways for Māori to achieve successfully in senior school and beyond. Success in these courses enabled several Māori students to gain scholarships to further their tertiary studies. Some curriculum areas have increased the integration of Māori cultural concepts and perspectives into classroom programmes.

Students spoken with by ERO value the increased cultural recognition and support from school leaders and staff.   

4 Sustainable Performance

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

Since the previous ERO review the school has improved systems, structures and practices with a focus on better meeting students’ diverse learning needs. It is well placed to sustain ongoing improvement in its performance.

Trustees set clear priorities for improvement and are increasingly focused on addressing the needs of students at risk of poor educational outcomes.

The leadership team is stable, improvement-focused and responsive to challenges and opportunities to improve outcomes for students. Leaders promote supportive and inclusive principles and values conducive to student learning and wellbeing.

Leadership opportunities are identified and a deliberate approach is taken to building professional capability with groups and individuals.

Leaders are continuing to strengthen community collaboration and relationships to enhance learning opportunities and achievement. Parents and whānau have access to a range of communications, tools and processes to strengthen their partnership with the school.

Leaders and teachers regularly participate in responsive and collaborative PLD and inquiries into their practices. These are well aligned with individual needs and school strategic priorities. A
well-structured advice, guidance and mentoring programme supports new teachers’ induction to the college.

Leaders are developing an increasingly robust and purposeful appraisal process to meet accountability and professional development expectations. A recent review has led to expanded guidelines, included milestone points and made stronger links to annual school achievement goals.

Since the previous ERO review senior leaders have further developed expectations and tools for the use of review and inquiry to better inform improvement plans and actions.

To extend school capacity in internal evaluation leaders should:

  • continue to develop a shared understanding across the school
  • increase the focus of teacher inquiries to better evaluate the impact of practices on improving outcomes for groups of students
  • widen the modelling and monitoring of implementation for consistency and effective evaluation practice. 

Provision for international students

The college 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 and meets all aspects of the Code.

At the time of this review there were 70 international students attending the college.

International students’ welfare needs are well supported. They receive high quality pastoral care that includes learning support and monitoring of their accommodation.

Processes for orientation to the college are well considered. Systems for identifying and responding to individual needs and interests are effective.  English language learners receive appropriate tuition to build their confidence and fluency.

Care is taken to provide suitable, relevant courses that reflect the interests, needs and aspirations of students and their families. Students who set goals for academic achievement are successful in achieving NCEA qualifications that support their transition to higher education.

International students benefit from the inclusive environment. They are well integrated socially, and participate in a range of cultural and sporting activities at the college and in the wider community. They have very good opportunities to share their cultures with other students and show leadership in the school. The recently introduced international course option for a junior class offers unique opportunities for both host and international students to further extend their mutual cultural understanding.

Reliable data and information is gathered to evaluate the quality of provision for international students.  The school continues to make positive changes in response to its internal evaluation  findings.

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

The school’s curriculum, programmes and improvement initiatives respond well to diverse learners’ needs and interests. Leaders and teachers use student data well to monitor students’ progress and improve achievement in NCEA. Students participate in a wide range of extra-curricular activities. Strengthening inquiry and evaluation practices should support ongoing improvement.

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

Joyce Gebbie
Deputy Chief Review Officer Central

31 May 2016

About the School 

Location

Raumati Beach

Ministry of Education profile number

247

School type

Secondary (Years 9 to 15)

School roll

1569

Number of international students

71

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

17 %
74%
   2%
   7%

Special Features

Alternative Education Centre

Review team on site

March 2016

Date of this report

31 May 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

March 2013
December 2009
October 2006