Katikati College - 11/11/2016

Findings

Katikati College has strong links to the local community. Students are confident, have a strong sense of belonging and enjoy success in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful. 

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?

Katikati College vision states that the school provides ‘meaningful opportunities to inspire all learners to reach their full potential as valuable members of society’. This is supported by the school's strategic intent ‘to improve the achievement of Māori and Pacific learners through culturally responsive and relational pedagogies and school-wide inquiry’. Guiding principles provide direction for all staff. The promotion of high levels of success in keeping with the vision benefit all students in a positive and caring learning environment that fosters a sense of wellbeing and academic success.

The principal provides leadership that is embedding the school’s agreed vision. He has been well supported by the board of trustees, and they have worked together to provide effective governance for the school. Self-review practices are enabling trustees and leaders to make informed decisions about future development and directions. They have identified the need to develop a culturally responsive curriculum that is focused on the needs of all students and particularly Māori students.

The senior leadership team provide valuable and consistent day-to-day management and leadership of learning for the school. Leaders are focused on building the collective capability of teaching staff.

Parents and the community make a valuable contribution to the school’s inclusive culture. Their support, and the work of staff is ensuring a holistic school curriculum is developing to encourage students to develop life-long learning attributes and become leaders of the future.

At the time of this ERO review in August 2016, there were 851 students on the roll, 163 of whom are Māori and 37 Pacific students. There are 16 international students. The school’s roll has increased and there is greater cultural diversity. The college is situated adjacent to the primary school and has a long history of influence in the local community. It has a positive ERO reporting history.

2 Learning

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

College leaders and teachers are increasingly effective in using student achievement information to make positive changes to improve learners’ progress and achievement. Student achievement data is used to inform decisions about funding and resourcing for programmes and projects. These initiatives are reviewed and evaluated in relation to college targets and, in particular, the achievement of Māori and Pacific learners.

The school’s overall achievement data for National Certificate of Educational Achievement (NCEA) from 2013 to 2015 indicates that overall students achieve as well as, and above students in similar schools. There are groups of boys that do not achieve as well as girls. Māori learners as a cohort are achieving below comparisons with others in the school.

College NCEA trends show that student achievement has consistently improved since 2013, and that the college is likely to meet the Better Public Service target of 85% of all leavers at Level 2 and above by 2017.

National Standards achievement data in Years 7 and 8 shows positive trends in reading, writing and mathematics. Although Māori and Pacific achievement is below non-Māori, progress is positive and mid-year 2016 data indicates that there is significant improvement in the achievement of these learners. This positive trend should enable the college to reach the target of 85% for Year 8 learners to be at and above National Standards by 2017.

The college’s strategic focus on Māori learners’ achievement has resulted in a school-wide approach for the success for all Māori learners. The Accelerating Māori Achievement (AMA) initiative introduced in 2016 monitors the learning behaviours and progress of all Māori learners in Years 7 to 13. This information provides teachers with a range of rich anecdotal information about how Māori learners are engaging in learning. Teachers regularly analyse information about the progress of Māori learners, and evaluate this information related to all curriculum areas.

The establishment of whānau classes has a positive influence on Māori learners. In Years 7 and 8 Pourua class achievement data showed that in 2015 these students made greater progress in relation to other Māori students. A Poutoru whānau class was established for Years 9 and 10 Māori learners at the beginning of 2016. A whānau Pumanawa class provides pastoral support for Māori learners in Years 11 to 13. These initiatives aim to build a strong sense of identity and belonging for Māori students.

In Years 9 and 10 teachers identify learner progress and achievement using a range of assessment tools and curriculum-based tests aligned to appropriate curriculum levels. School 2015 data shows that there is a significant disparity in achievement between Māori and Pākehā learners. To promote the engagement of all learners in Years 9 and 10 the college has introduced an end of year certificate for Year 9 and an end of year diploma for Year 10. In line with the college's strategic plan it is also important for leaders to review the proportion of award allocation for different ethnic groups. Consultation with local iwi and Pacific parents should assist this review process.

High expectations for learning, academic mentoring, and support from external agencies contribute to Pacific learner success. A number of Pacific learners are English Language Learners. In 2015, the college achievement data showed that over half of these learners were achieving National Standards in reading. In writing and mathematics, fewer learners were achieving the National Standard. The major focus on engaging in productive partnerships with aiga and conferences, involving the parents, learner, and teacher are contributing to strong learning partnerships. Educational outcomes for Pacific learners show that there are high levels of achievement in NCEA and that these learners are achieving at levels comparable to Pākehā learners.

3 Curriculum

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

The college’s curriculum is increasingly effective in promoting and supporting learners. College leaders have a clear and coherent vision to raise Māori achievement through a culturally responsive curriculum.

Heads of faculty have worked collaboratively with teachers to develop faculty goals that align their curriculum to the college's strategic intent. Together, they design and implement a curriculum that aims to be meaningful and culturally responsive to the needs of learners. Teachers engage in a range of formal and informal professional learning and development to integrate culturally responsive practices in their teaching.

Teachers use Kia eke Panuku strategies to successfully engage students. Senior leaders are deliberately promoting the embedding of these good practices across the school. Teachers and curriculum leader’s work together to improve the consistency of their practice in learning, and increasing teacher understanding and capability with respect to agreed expectations for teaching practice. Strategies involving teachers sharing progress and development about all target students, are assisting and supporting improvement in learning outcomes.

Students choose from a range of academic, sporting and cultural learning experiences. Initiatives designed to meet the identified strengths, interests and abilities of groups and individuals have been introduced. These include classes for students with special abilities and additional needs, and some with a focus on using information and communication technologies (ICT) as a tool for learning.

The ARC (aspiration, responsibility, and citizenship) award system established in 2012 aims to provide learners with meaningful learning opportunities, to inspire Years 7 to 13 students to reach their full potential, and to become valuable members of society. Consideration should now be given to reviewing this initiative so that it more closely aligns with the college's strategic direction and goals.

In 2016 the college implemented a new teacher appraisal system. This system encourages frequent communication among teachers about their practice. Leaders and teachers need to embed the new appraisal processes and monitor the consistency and use of effective strategies. The strengthening of teaching as inquiry to include target learners should encourage teachers to reflect on the degree to which their teaching practices are effective, and meet the needs of their target learners.

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

The school is working effectively to promote educational success for Māori as Māori through the charter goal of culturally responsive and relational pedagogies. This strategic intent is aligned to faculty and teacher inquiry and planning. The full implementation of whānau classes, Kia eke Panuku, Accelerating Māori Achievement, and the opportunity to learn te reo and tikanga Māori throughout the college should sustain and contribute to improved equitable educational outcomes for Māori learners.

Māori students provide strong leadership and actively promote te reo and tikanga Māori practices through pōwhiri, kapa haka, karakia and waiata. The importance of their role as tangata whenua is recognised and celebrated.

Success for Pacific learners:

The visibility and presence of Pacific cultures within the college has been strengthened. The Aiga room provides a culturally safe meeting place where Pacific learners’ wellbeing is nurtured and they receive academic mentoring. A Pacific performing arts group bring to the school the unique cultural traditions of Pacific nations. Parents and families willingly participate and contribute to their children’s learning.

The college has established Samoan and Tongan language assessments in Years 11 to 13 NCEA, (Pacific achievement) to provide these students with the opportunity to achieve success in their own language and culture.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. It is developing coherent organisational conditions to promote evaluation, inquiry and knowledge building.

The leadership of the principal is providing effective and strategic direction. He has led the school focus on building culturally responsive and relational teaching practices particularly for Māori and Pacific learners. The principal is well supported by his senior leaders. Together they work collaboratively with heads of faculty to promote positive and improving equitable educational outcomes for all learners.

All heads of faculty are expected to review outcomes of whole-school initiatives and teacher practices in relation to student achievement. Faculty reflections and other self-review practices are contributing to improvements in teaching and learning.

Trustees are representative of the community. They scrutinise student achievement data to prioritise decisions about resourcing, staffing and school initiatives. They reflect on their own practice, are well informed, and work in the best interest of all learners.

Areas for review and development

Trustees, leaders, and teachers acknowledge that there are a significant number of Māori learners, particularly Māori boys, who are underachieving. To realise equitable and excellence outcomes for these students it is imperative that all staff fully understand and enact the school vision and guiding principles of the strategic plan.

College leaders need to consider how they can develop conditions necessary for all teachers to have collaborative learning partnerships with parents and whānau of Māori learners.

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 this EROreview there were 16 international students attending the school including three exchange students.

The school is making good progress in aligning its policies and procedures to meet requirements for the 2016 Code.

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

Katikati College has strong links to the local community. Students are confident, have a strong sense of belonging and enjoy success in an environment that is safe and inclusive. Their achievements are recognised and celebrated. Relationships among students, teachers and whānau are positive and respectful.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

11 November 2016

About the School

Location

Katikati, Bay of Plenty

Ministry of Education profile number

117

School type

Secondary (Years 7 to 13)

School roll

851

Number of international students

16

Gender composition

Girls 53% Boys 47%

Ethnic composition

Pākehā

Māori

Indian

Tongan

Asian

Other European

Other Pacific

66%

19%

3%

3%

2%

5%

2%

Review team on site

August 2016

Date of this report

11 November 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2013

August 2009

August 2006