Kia Aroha Campus

Education institution number:
631
School type:
Composite
School gender:
Co-Educational
Definition:
Designated Character School
Total roll:
336
Telephone:
Address:

51 Othello Drive, Otara, Auckland

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Kia Aroha College - 11/03/2019

School Context

Kia Aroha College is a designated character school in Otara, Auckland providing bilingual Māori, Samoan and Tongan whānau learning environments for students from Years 7 to 13. The school currently has a roll of 215. Forty-two percent of students are Māori. Pacific students of Samoan, Tongan, Cook Islands Māori, Niue and Kiribati heritage make up half the roll. In 2011 Te Whānau o Tupuranga and Clover Park Middle School, the two schools located on the campus, were merged to become Kia Aroha College. This is the second ERO review of Kia Aroha College. 

The school’s designated character promotes a learning environment where: 

  • cultural identity, custom, language and knowledge is the norm
  • the philosophy and practice of whānau and the Treaty of Waitangi is honoured
  • students participate in decision-making in curriculum content and planning
  • parents and whānau are involved in the education of their children, in culturally familiar ways that are empowering
  • high expectations for excellence in learning are fostered culturally, socially and academically so students have choices for the future. 

The principle of aroha, as the basis of strong relationships, underpins the school’s designated character. The school vision Kia Aro Ha is expressed as Kia – to make happen, Aro – the focus, and Ha - the life force. Developing ‘Warrior Scholars’ – “young people with high level learning skills, secure and empowered in their cultural identity and who are informed, critical agents for sovereignty, social justice and social change” is one of the school’s central goals. 

Leaders and teachers regularly report to the board school-wide information about outcomes for students in the following areas: 

  • progress and achievement in relation to strategic targets
  • health and wellbeing, including the results from student surveys
  • school culture, in particular how well students are meeting the dimensions for success as ‘Warrior Scholars’.

Since the 2015 ERO review, a new principal has been appointed. All the senior leaders and many staff are long-serving. School-wide professional learning and development (PLD) is mostly internally provided and board funded. The PLD has largely focused on the research and theoretical knowledge that underpins the school’s designated character. 

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 achieves equitable and excellent outcomes for its diverse students in relation to language, culture and identity. There is a continuing focus on achieving equitable and excellent outcomes for all students in relation to academic outcomes. 

Students’ success is evident in their achievement in relation to the milestones set in the school’s Māori, Samoan and Tongan graduate profiles. In 2017, school leaders also collated data about the extent to which students were secure in their cultural identity and their relationships with others. This information was analysed together with other longitudinal, individual and cohort data, including achievement data. It shows a clear correlation between gains in students’ sense of cultural identity, self-efficacy and other valued outcomes, and improved academic achievement.

Achievement information is gathered across a range of curriculum areas for students in Years 7 to 9. This information is used to determine the curriculum level at which students are working. In August 2018, most Year 7 students were achieving at Level 3 and 4 of the curriculum. The majority of Year 8 students were below the expected curriculum level, and most Year 9 students were at curriculum Levels 4 to 5.

The school relies solely on internal assessment for National Certificate of Educational Achievement (NCEA). Its roll based NCEA data since 2015, shows steady improvement over time. In 2017 overall achievement at Levels 2, 3 and University Entrance (UE) was comparable to that of schools of a similar profile. This has been a result of a strategic focus on raising achievement across these year levels, and particularly at Level 2.

In 2016 school leaders set a target to significantly reduce the difference between the school’s participation and roll-based NCEA results. There has been some improvement in 2017, however this remains an important target to achieve. Lifting achievement overall, and in particular improving outcomes for Samoan and Cook Islands Māori students at NCEA Level 3 and UE, and for boys, are further priorities.

The school’s 2017 leavers’ data show that the large majority of students left school with at least a NCEA Level 2 qualification. In addition, the proportion of school leavers who left with NCEA Level 3 was significantly higher than the national average.

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

The school has accelerated the progress and achievement of the majority of students who need this. 

Leaders’ tracking of students’ progress in relation to the milestones of the Māori, Samoan and Tongan graduate profiles show significant and accelerated shifts for students in terms of their cultural identity and success at Years 9, 11 and 13. Other achievement data from 2014 to 2017 show that 58 percent of Year 9 students who were below or well below the expected curriculum level on entry to the school, went on to gain NCEA Level 2 in 2017. 

In 2017 high academic achievement for Māori students was evident at NCEA Level 2 and UE compared to all Māori students nationally and Māori students in other similar schools. Leaders attribute this success to a culture of positive and high expectations and increasingly close monitoring of students’ support and progress. 

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? 

Leadership, internal evaluation, a strong strategic focus and curriculum values and model, together with close monitoring and pastoral care systems, are key school conditions enabling students to succeed. 

The new principal is leading the school’s next phase of development well. She has prioritised improving the alignment between the school’s philosophical values and theoretical underpinnings, and teaching practice. Senior leaders have high expectations for students and are focused on improvement. 

Senior leaders lead through the school’s kaupapa for cultural and social equity. They have implemented internal evaluation using a range of good quality external and internally developed indicators of good practice. Senior leaders and staff have developed useful professional networks. They are accessing a broader range of PLD that aligns with the school kaupapa. ERO acknowledges the school’s well researched theoretical underpinnings and recommends that leaders and teachers now work to better align that with actual teaching practice. 

The school’s curriculum values and commitment to social justice benefits students and the community and supports whānau partnerships well. The onsite marae is fundamental to the school’s curriculum and wider community partnerships. Whānau participation in school cultural events is high. The school continues to leverage off this participation to build and enhance parents partnering in students’ learning. An example of this is the development of the cultural graduate profiles which was done in consultation with whānau. 

An important strength of the school is its long standing focus on creating a culturally sustaining learning community that promotes holistic student wellbeing and success. The curriculum learning model reflects this focus well. It comprises three lenses of empowerment, which are: Oho ake - self- learning and becoming aware, Tu Motuake - school learning and saying “no more”, Te Hurihanga - global learning and transformation. Teachers regularly share information with parents about students’ progress and achievement in relation to each of the empowerment lenses. 

The school’s pastoral care systems are well coordinated and responsive to students’ learning and wellbeing needs. The board funds comprehensive ‘Breakfree’ support for students’ health and wellbeing through the Whānau Centre’s social work, counselling, medical, attendance and other services. Effective liaison through the school’s ‘Unrealised to Unlimited Potential’ (UPS) team enables staff to provide specific support for students and whānau and to coordinate external agency involvement where necessary. These initiatives are supporting students’ engagement and their future learning pathways. The school’s complaints policy and reporting procedures have been recently updated. The board of trustees should consider how best to ensure these are communicated to staff, students and the community. 

Leaders and teachers have strengthened career guidance and support for students. This is assisting senior students to meet their career goals through work experience and pathway courses. Senior leaders have improved systems and processes to provide better oversight of individual students’ aspirations, progress and achievement. They are also planning further professional development to help staff to implement more personalised learning and integrated curriculum teaching approaches for students. 

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

The priority for leaders is to ensure consistently high quality implementation of the school’s curriculum model. Teaching and learning practice across the school needs to be improved and brought into alignment with the school’s curriculum vision and model. This would better support the acceleration of students’ academic learning and increase the depth of knowledge in specific curriculum areas. 

Improved leadership, particularly at the middle tier, is the key to better aligning the school’s philosophy, curriculum theory and model with actual classroom teaching practice. The middle tier leaders need to work more closely with each other and their teaching teams to focus on strengthening the quality, coherence and consistency of teaching practice within their teams and school-wide. 

Currently, leaders continue to build on internal evaluation of the leadership of learning to improve the quality of teaching practice. Appraisal systems and processes have been strengthened. Teachers are learning to implement ‘teaching as inquiry’ and to reflect critically on their teaching practice. This strengthening should be continued. An important next step is to use evaluation to gauge the impact that teaching inquiries and specific initiatives such as UPS and ‘Breakfree’ are having on improving outcomes for students. 

The board has improved its financial management and the school’s financial position. The board has sought external advice and taken steps to manage and achieve a stronger financial position in 2018. Trustees should continue utilising external support and training to increase their understanding of financial management and to progress the developments undertaken in recent months to improve the school’s financial position. 

Leaders and the board continue to work towards having a clear and direct line of sight, through all layers of the school, to outcomes for students. ERO does not consider that the board’s charter targets are well enough aligned to its focus on underachievement and the progress of groups of UPS students. In addition, the board should receive more in-depth achievement data, including better analysed data about students’ destinations after leaving school. 

Improving the alignment of charter targets to groups of UPS students would also help the board and school leaders to plan more specifically for students’ accelerated progress. Whole board governance training will assist the board to improve its line of sight to outcomes, charter targeting and alignment, and reporting.

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

Actions for compliance

ERO identified non-compliance in relation to police vetting.

In order to address this, the board of trustees must ensure that police vetting is completed as part of the appointments process [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: 

  • leadership that is working to better align the school philosophy and curriculum theory and models with teaching practice
  • a strong school kaupapa for cultural, social and academic equity
  • high expectations for students to be ‘Warrior Scholars’. 

Next steps 

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

  • improving the specificity of target setting and effectiveness of actions to increase parity for boys and Samoan and Cook Islands Māori students at Level 3 NCEA and University Entrance
  • building the capability of middle tier leaders to work with their teams to develop consistently high quality teaching practice in alignment with the school’s curriculum theory and model and philosophy
  • in addition to the planned and approved STEM PLD, ERO recommends that a Ministry of Education’s Student Achievement Function Practitioner be used to support leaders and teachers to implement consistently high quality teaching practice that aligns to the school’s philosophy and curriculum model and aims
  • targeted planning to accelerate learning. 

ERO recommends that the school seek support from the Ministry of Education in order to bring about improvements in: 

  • the quality of curriculum implementation and teaching and the alignment of charter targets to groups of students who require targeted action to improve equity in achievement outcomes. 

5 ERO’s Overall Judgement 

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

Steve Tanner
Director Review and Improvement Services Northern Region 

11 March 2019

About the school 

Location

Otara, Auckland

Ministry of Education profile number

631

School type

Designated Character Secondary (Years 7 to 13)

School roll

215

Gender composition

Boys      51%

Girls       49%

Ethnic composition

Māori                                  42%

Samoan                              21%

Tongan                               21%

Cook Islands Māori              10%

other Pacific                          1%

other ethnic groups               5%

Total number of students in Māori medium

(MME)

37

Total number of students in Māori language

in English medium (MLE)

72

Number of students in Level 2 MME

37

Number of students in Level 3 MLE

72

Review team on site

September 2018

Date of this report

11 March 2019

Most recent ERO report(s)

Education Review             May 2015

Kia Aroha College - 01/05/2015

1 Context

What are the important features of this school that have an impact on student learning?

Kia Aroha College is a designated character school in Otara, South Auckland that caters for Years 7 to 15 secondary students. This is the first ERO review of Kia Aroha College. In 2011 Te Whānau o Tupuranga and Clover Park Middle School, the two schools previously on the campus, merged to become Kia Aroha College. The school roll is forty nine percent Māori. Students of Samoan, Tongan and Cook Island descent make up forty-seven percent of the school roll.

The community and whānau determination to provide a model of education that gives priority to and empowers culture, language and identity as relevant indicators of academic success, is now becoming a reality for their children and grandchildren. The school curriculum has a strong focus on social justice.

All learning environments are modern and open plan. Teachers consider that this environment is a more supportive approach to learning, which enables students to work collaboratively with one another and with their teachers.

The curriculum has two distinctive strands, which retain the unique characteristics of the original schools’ programmes. These are the Māori bilingual, Te Whānau o Tupuranga, the two Fanau Pasifika classes, Lumana’i (Samoan) and Fonuamalu (Tongan) bilingual learning programmes.

Whānau input develops relationships of trust and mutual respect that connect and support the community and school, and promotes leadership from a cultural perspective. The school’s nurturing of and respect for indigenous learning, supports teaching and learning practices that restore and legitimise indigenous knowledge within the curriculum. Learning is culturally located so that students are able to experience their cultural norms throughout the school day.

Te Ara Tino Rangatiratanga, (the pathway to self determination), is a set of critical principles that underpin school beliefs and practices. The school’s learning philosophy defines how the integrated curriculum is delivered through the three lenses of self, school and global learning.

2 Learning

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

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

Teachers analyse achievement data to support teaching and improve its effectiveness for student progress, engagement, and achievement. Moderation processes for National Standards in Years 7 and 8 have become more consistent over time. Teachers are becoming more familiar with assessment tools and the need for greater consistency in assessment decisions. Assistant principals and heads of learning are aware that to continue to improve assessment and moderation processes, consistently robust quality assurance processes are required.

The school places greater emphasis on internal assessments in the National Certificates of Achievement (NCEA), than on externally assessed work. The results of internally assessed achievement and unit standards for Pasifika and Māori students were equal to and above national averages in 2014. The NCEA roll-based outcomes at Levels 1 and 2 for Māori exceeded similar schools and the achievement of Māori nationally. Pasifika student achievement in NCEA exceeds similar schools at Level 2 and in University Entrance. Roll-based outcomes for Pacific students at Levels 1 and 3 were lower when compared with outcomes nationally and in similar schools.

The next step for senior leaders and teachers to consider is to further accelerate the progress of many students in reading, writing and mathematics so that by the end of Years 8 and 9 students become more confident with NCEA assessments when they transition to the senior school.

The graduate profile, and the warrior scholar goal, defines what achievement and success for students consists of and looks like in terms of culture and identity, National Standards and NCEA. The profile gives a holistic lens for student success and recognises that for some students, there are significant challenges for them as learners.

Senior leaders acknowledge that student attendance is an issue for a core group of students whose social, economic and domestic circumstances impact on their engagement and attendance at school. The curriculum and initiatives are designed and delivered to achieve the best outcomes for all students.

A significant number of students in Years 7 to 13 participate in a school-based ‘Break Free’ initiative that aims to develop pathways for students who have been identified as having major barriers to engagement in learning. This programme provides wrap around personalised support with specific action plans and targets for students. The action plan goals and targets are set with students and whānau, teachers, and members of the UP (Unrealised to Unlimited Potential) team. Student support includes a social worker, a nurse, coordinating agencies, and administrative staff. The school has evidence that the Break Free programme is highly effective over time. As students progress through to Years 12 and 13 more students are able to achieve NCEA credits.

The school is philosophically opposed to external assessment because it does not align with the integrated, culturally-based learning model. Senior leaders agree students would be given the opportunity or option to attempt external assessment if this was relevant, or was a request from students and their parents.

3 Curriculum

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

The school’s curriculum is effective in supporting and promoting student learning.

The curriculum is culturally responsive. The school uses both The New Zealand Curriculum and Te Marautanga o Aotearoa. Te Whānau Tupuranga and Fanau Pasifika have adapted the principles, values and attitudes of Te Marautanga, because of their close alignment with the school’s philosophy and learning model. They also align with the school’s designated character, aims and objectives. The school’s achievement objectives predominantly come from the New Zealand Curriculum but some objectives from Te Marautanga may be used for Te Whānau o Tupuranga.

At the heart of the school’s learning philosophy is the belief by parents, teachers, students and the board of trustees that student success is firstly based on students being successful and confident about themselves, their culture, identity and language. They believe that other successes will follow if this focus is well supported and embedded in the school’s educational viewpoints, philosophies, and curriculum framework.

Teachers design and implement an integrated curriculum across subject areas. The junior school consists of Years 7 to 9 levels and the senior school from Years 10 to 13. Learning is inquiry based, student driven and negotiated by students and teachers. Learning is also whānau based; it is collective, cooperative, collaborative and reciprocal. Learning is shared between the learner, the teacher and the group or class. Strong relationships are developed through this learning approach, with students, teachers, and the whānau. The school’s graduate profiles define achievement and success in this school.

Students are mostly purposefully engaged in learning, particularly at the senior level of the school. They are encouraged to develop critical thinking skills. Teachers respond well to their individual needs and interests.

Students talk openly about their excitement and interest in learning. They think highly of their teachers and the school in general. Students who were interviewed would like to see more opportunity and options in particular subject areas in the senior school. Through the Tū Toa mentoring programme and student surveys, the school provides tailored individual guidance for students so that they can transition well through school, to the workplace or further study.

The school partners in a variety of initiatives that encourage students to pursue lifelong learning. These include the High Tech Youth Network and Studio 274 where students can attend after school sessions where they design and create with technology, music and other media. A High Tech Youth Academy and High Tech Cadetships provide tertiary and employment opportunities. The school has also developed relationships with tertiary institutions to further career pathways for students with particular skills and career interests.

Senior leaders should continue to regularly review the curriculum to strengthen its depth and delivery at all levels particularly in response to student aspirations. More explicit use of learning objectives and teacher planning using these objectives should help students develop more depth of knowledge in specific curriculum areas. Senior leaders should also continue to explore better qualification pathways in the curriculum for the technologies and sciences.

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

The school promotes educational success for Māori as Māori very effectively.

Half the school roll identify as Māori. Approximately 60 percent of these students identify Ngāpuhi as their first iwi affiliation. The next largest group are Tainui. The school is located in the Tainui region. Mana whenua are consulted about major events and representatives always participate. Māori whānau have been the drivers of change over the last 25 years. Former students are the young elders and continue to have a positive influence in the school. The board of trustees has strong Māori representation.

Kia Aroha school marae plays a vital role in the life of the school and community. It enhances the concepts of culture, language and identity for Māori students. Kapa haka plays an important teaching role in the almost 30 year history of Te Whānau o Tupuranga. It raises the profile of the school and reputation in the wider Māori community. Kapa Haka has enhanced students’ learning and is part of the curriculum that has transformed students’ values and beliefs about themselves.

Māori students have steadily progressed in all areas of the National Standards over the last three years. Variability for some students, particularly those on the Break Free initiative, have been identified by senior leaders and monitored closely.

Year 9 Māori students continue to be assessed at the National standard level. Those who are above the National Standard level are assessed and placed at their appropriate curriculum levels in reading, writing and mathematics as they move from Years 9 to 10.

Success as Pacific

The school effectively promotes success for Pacific students who learn in a Samoan and Tongan bilingual setting.

The Fanau Pasifika students move into their specific fanau settings, the Samoan and Tongan bilingual classes (Lumanai’i and Fonuamalu), at Years 7 to 12, when they arrive at the school. At Year 13, students from Fanau Pasifika move into Tupuranga where all Year 13 students learn together.

The school’s self-lens assessment tool, helps to identify how well students progress and succeed in terms of their own cultural identity and relationships as well in terms of their curriculum learning. The school developed these cultural identity tools prior to the Pacific Education Plan and Ka Hikitia to measure the effectiveness of their cultural lens in determining how well students were succeeding within a Samoan and Tongan setting.

Pacific students are generally progressing well against the National Standards. The achievement of students who are on the Break-Free initiative is monitored closely. For these students, and for Māori, specific, annual targets are identified for individual students. These targets are achieved in most cases. Some students may require more time to reach their target goals. In the NCEA, Pasifika students are making steady progress.

4 Sustainable Performance

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

The board is well placed to sustain current successful strategies and to continue improving.

Most trustees are long term board members. The board has a strong commitment to the schools vision and kaupapa and have a range of skills to support the school. The board is well informed about student achievement. The board has the ability to challenge and question decision making. Trustees have considered succession planning in order to sustain the school’s culture and development. Elections to replace two trustees who recently resigned are about to be held.

The school is well led. The principal is confident in her leadership team’s capability to lead the school at all levels. Senior roles are reviewed annually. Self-review processes are evident at the board and senior leadership level and through all school operations.

Good performance management systems are used well in the school. The board has commissioned an external appraiser to appraise both the principal and her senior leadership team. The board and management team are satisfied with this process at present.

The school is now in a positive financial situation. The board is aware of the challenges facing the school. Trustees recognise that the use of robust self-review is needed to support continued improvements and increased success for students.

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

Kia Aroha College’s curriculum legitimises students’ culture, language and identity as an essential pathway to their overall success. The board, senior leaders and teachers provide positive opportunities for students to progress in their learning and to build confidence and success while at school. Good leadership is supporting innovation and continued improvement.

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

Dale Bailey

Deputy Chief Review Officer Northern

1 May 2015

About the School

Location

Otara, Auckland

Ministry of Education profile number

631

School type

Designated Character Secondary (Years 7 to 15)

School roll

311

Gender composition

Girls 55%

Boys 45%

Ethnic composition

Māori

Samoan

Tongan

Cook Island

other

49%

18%

18%

9%

6%

Special Features

Designated Character, Bilingual Māori, Samoan and Tongan units

Review team on site

February 2015

Date of this report

1 May 2015

Most recent ERO report(s)

This is the first ERO report for Kia Aroha College, previously Clover Park Middle School and Te Whānau o Tupuranga