Mairehau High School

Mairehau High School - 05/06/2020

School Context

Mairehau High School is a Year 9 to 13 state co-educational school in Christchurch. It has a roll of 338 students, with 22% identifying as Māori. The roll reflects increasing cultural diversity and has remained stable over the last three years.

The school caters for a diverse range of learners, including students attending offsite alternative education programmes, students with second language needs, and international students. The school’s supported learning centre provides programmes for students with a wide range of complex needs. The roll of the centre has continued to grow since the last ERO review in 2016.

The school’s vision is ‘For all students to value themselves and others, to know that they can excel, and to reach their full potential’. A core set of values make up the CARE programme: Challenge, Achievement, Responsibility, and Empathy. These values underpin teaching, learning and relationships across all levels of the school.

To support the vision and values, current strategic goals and targets include sustaining: improved student presence, engagement and achievement; student wellbeing, and collaborative relationships with whānau and the community.

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

  • achievement within, and progress towards, the New Zealand Qualifications Framework
  • achievement in Years 9 and 10
  • the progress of those with additional learning needs, including English language learners
  • wellbeing for success.

The school is a member of the Te Ara Tūhura cluster of schools and early learning services.

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 working towards achieving equitable and excellent achievement for all its students.

Achievement trends show that large numbers of students make very good progress through Years 9, 10 and 11 to achieve the National Certificate of Educational Achievement (NCEA) qualification at Level 1.

Over the last three years, the school’s NCEA data shows that:

  • the majority of students achieved NCEA Levels 1 and 2

  • less than half achieved Level 3 and University Entrance

  • there was a significant upward shift in the proportion of boys and Māori students achieving Level 2 NCEA in 2018, compared with their Level 1 achievement in 2017.

All senior students in the supported learning centre made progress against the goals identified in their individual learning plans and programmes.

Achievement information over the last three years for Year 9 and 10 students shows that:

  • less than half achieved at or above curriculum expectations

  • there was significantly higher achievement in Year 10 writing, Year 9 and 10 reading, and Year 9 health and physical education

  • most of these junior students went on to achieve NCEA Level 1.

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

In 2018, half of the students who needed to make accelerated progress in Years 9 and 10 did so in mathematics and reading, and a few did so in Year 10 for writing.

The school reports that, by the end of Year 9 and 10, a larger proportion of students are achieving closer to, or at, expected curriculum levels in science.

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?

Students show a strong sense of belonging in their school. They benefit from the responsive relationships they have with their teachers who know them and their whānau well. Students at all year levels are encouraged to take up leadership positions. The school has a strong culture of care in relation to student wellbeing and attendance.

The school has well established positive partnerships within its community and beyond. The cultural diversity of families is celebrated. Teachers use a range of approaches to successfully engage with parents and whānau. Leaders are building useful learning connections with contributing schools and the community. Initiatives that promote positive learning outcomes for students are well supported. Trustees have a good understanding of their roles and responsibilities, which include upholding these valuable connections and ensuring that planning and resourcing decisions prioritise students’ learning and wellbeing needs.

Senior leaders promote and support teachers to increase their leadership capability and capacity. Staff initiatives, such as a school-wide approach to literacy improvement, are promoting effective school practices. Since the 2016 ERO review, processes have been improved for tracking student progress, mentoring and goal setting to better meet individual learning needs. NCEA achievement for Year 12 boys and Māori students has improved as a result of these initiatives.

The school’s inclusive and caring environment helps to ensure that students with complex learning needs are well supported to participate in school-wide learning programmes and activities.

Staff have many opportunities to share materials, resources and ideas with others. Collegiality is promoted across the school. Actions taken by leaders are supporting the development of an increasingly responsive curriculum to further engage students and improve their learning and wellbeing outcomes.

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

Data analysis and use require strengthening to support a more systematic approach to the improvement of student outcomes. Leaders should:

  • develop a shared understanding of the purpose and use of data collection
  • support teachers’ use of data to inform their teaching and measure the impact of their planned actions on students’ learning progress and achievement
  • develop clear reporting procedures that show the rates of progress and achievement for all students over time
  • provide well-informed direction that is coherent and evidence-based to guide effective school and classroom planning.

Trustees should regularly scrutinise school-wide information to evaluate how well programmes and interventions are supporting equity and excellence for all students.

3 Other Matters

Provision for international students

The school is a 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 review there were nine international students attending the school.

Students’ pastoral and wellbeing needs are well-considered and catered for. They are encouraged and supported to be involved in the life of the school and participate in a range of sporting, cultural and social activities. Students have opportunities to contribute to the wider community and share and celebrate their cultures.

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 Mairehau 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 the:

  • extensive knowledge teachers and leaders have of individual students, to better support their learning and wellbeing
  • ability of staff to work as a team and take on new initiatives that support and improve ongoing professional practices and processes.

Next steps

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

  • more consistent analysis and use of student data to better identify what is working well for students and what needs to improve
  • improved planning to provide a more coherent approach to achieving school and learning team goals
  • knowing the impact of teaching and learning programmes on outcomes for all students.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

5 June 2020

About the school

Location

Christchurch

Ministry of Education profile number

320

School type

Secondary (Years 9 to 13)

School roll

338

Gender composition

Female 51% Male 49%

Ethnic composition

Māori 22%
NZ European/Pākehā 56%
Pacific 3%
Asian 13%
Other Ethnicities 6%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

5 June 2020

Most recent ERO reports

Education Review June 2016
Education Review December 2012
Education Review April 2010

Mairehau High School - 30/06/2016

Findings

Mairehau High School places a high value on building supportive relationships and creating a positive environment to promote student learning and wellbeing. Students benefit from the wide range of support teachers provide for their learning and achievement. School leaders and teachers remain focused on improving outcomes for students. This report identifies many notable school strengths and also outlines a number of next steps that are necessary for the school’s 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?

Mairehau High School places a high value on building supportive relationships and creating a positive environment to promote student learning and wellbeing. Students are actively encouraged to value themselves and others and believe that they can excel and reach their potential.

A sustained focus on ‘The Mairehau Way’ values of challenge, achievement, responsibility and empathy underpin the school’s culture and contribute to the calm and purposeful tone in the school. A major strength of the school is the strong sense of connection students have with their teachers.

Since the 2012 ERO evaluation, a new assistant principal has been appointed, further improvements have been made to the school environment and student diversity is increasing. Ongoing support is being provided for students and their families who continue to be impacted by the Canterbury earthquakes. These events have also contributed to some increase in student transience.

The school is involved in a local education cluster that is focused on improving educational outcomes for students. The school’s positive and well-planned response to the area for improvement identified in the 2012 review provides considerable confidence that the board and staff will positively address the areas for improvement identified in this report.

2 Learning

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

Senior and curriculum leaders use achievement information well to make positive changes to learners’ engagement, progress and achievement.

Leaders and teachers have a clear and shared focus on knowing the learner. They use a wide range of information about students’ achievement, progress and wellbeing to:

  • identify students’ learning needs and track and monitor their progress
  • provide extra support for students who need more assistance
  • share information that promotes increased understanding of, and useful responses to, students’ learning and wellbeing needs
  • support improved attendance, retention and engagement in learning
  • analyse and report student progress and achievement to the board.

School systems for coordinating, analysing and reporting achievement information contribute to cohesion in the understanding and use of achievement information. There is a sustained focus and support for students who are at risk of poor learning outcomes.

National Certificates of Educational Achievement (NCEA) participation data for 2015 shows that school performance at Levels 1 -3 and University Entrance exceeds outcomes at national and similar school levels. Progress towards the roll-based national target of 85% achievement at NCEA Level 2 by 2017 is gradual. Moderation and assessment practices have recently been considerably improved and strengthened.

The school’s pastoral leadership and systems are a distinct strength. Pastoral processes and approaches are well understood, embedded and reviewed to support and promote positive outcomes for all students. The school’s key operations are underpinned by an ethos of care for students’ sense of belonging, engagement and wellbeing.

Significant progress has been made with the school’s well-considered Gifted and Talented Education (GATE) programme. A wide range of abilities are identified and fostered in GATE planning and approaches. Identified students have ongoing opportunities to explore and extend their learning within their area of special ability.

Next Steps

The board and senior leaders should ensure that the school’s annual achievement targets are more specific and measurable. Progress against targets for groups of students should be regularly reported to the board.

The analysis, use and reporting of roll-based achievement data at all NCEA levels needs to have a stronger focus. A greater sense of urgency should be developed about making increased progress towards the NCEA Level 2 roll-based national target. An analysis of the progress of all senior students not entered for national qualifications should be more regularly reported to the board.

To provide greater clarity and consistency for reporting to the board, senior and curriculum leaders could extend the good practice in the school of assessing and reporting progress against the New Zealand Curriculum levels. This should also include reporting to the board about the progress students are making in writing at Years 9 and 10.

3 Curriculum

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

The school’s curriculum continues to be flexible and responsive. Students’ learning needs and interests are well promoted and supported through the range of curriculum programmes, activities and opportunities within and beyond the school. Some new courses have been added to the curriculum since the 2012 ERO evaluation.

The most evident strengths of the curriculum are the:

  • robust and improvement-focused review of learning areas
  • school’s goals and plans that are strongly aligned to curriculum planning, programmes and practices
  • well-developed structures and systems that are in place to promote cohesion between pastoral and academic aspects of the curriculum.

Caring and supportive relationships provide a sense of family for students. They benefit from the shared responsibility teachers and other staff have for their wellbeing. An ongoing openness to changes that will improve outcomes for students is evident in the willingness to trial new initiatives such as the Year 9 flexible learning-time programme.

Senior leaders provide ongoing opportunities for supporting and building the capacity of curriculum leaders. A good range of other leadership opportunities is available for staff and students. Collaboration is promoted across learning areas and between teachers.

Students are highly appreciative of the extra support teachers provide for their learning. They have ongoing opportunities to express their ideas and have them considered. School leaders focus on increasing teacher capacity to make better use of e-learning to extend and support students’ learning experiences. They have identified that this is an area for ongoing development.

Students are very well supported through programmes that support their career interests and provide opportunities for work-experience placements. The school has been investigating ways of increasing vocational choices for students. A number of students achieved Vocational Pathways awards in 2015.

Significant work is being done to support student attendance and retention. Senior leaders have identified, and ERO agrees, that this should remain an ongoing focus for the school.

Next steps

Senior and curriculum leaders should continue to explore ways and school systems for broadening vocational pathways and courses for students. This is especially important for those who are at risk of poor outcomes.

It would be useful for senior and curriculum leaders to consider developing an overarching curriculum statement that identifies the uniqueness and purpose of the school’s curriculum. This might include a brief overview of the qualities that identify what effective teaching and learning looks like, and aspires to be, at this school.

External expertise has been used for a robust review of the Supported Learning Centre. A clear framework has been developed for addressing the review recommendations and identifying expectations. ERO supports the priorities identified for improvement. ERO also recommends that regular parent feedback should contribute to the ongoing evaluation and reporting of progress towards these improvement goals.

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

Since the 2012 ERO evaluation, the school has been involved in two national initiatives aimed at improving outcomes for all Māori learners. The achievement of Māori students generally compares favourably within the school and against national and decile comparisons.

Students have some opportunities to learn te reo Māori but want these to be increased. They are positive about the significant support that teachers across the school provide for their learning. The school has also been involved in initiatives with a local marae.

The school’s appraisal system now has a stronger focus on building culturally competent teaching practices for teachers.

Next steps

The board and senior leaders should include the opinions and suggestions of Māori students and their whānau to:

  • identify what is helping to strengthen and promote Māori language, culture and identity and what needs to be improved
  • use the review findings to develop a planned and formalised approach that identifies key priorities and goals for development
  • regularly report progress towards identified goals to the board and Māori community.

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.

The school uses strong team-based approaches to ensure student needs and learning are well met and sustainable practices are in place. A good range of internal evaluation practices are effectively implemented and well understood by staff.

The experienced board is improvement and accountability focused. Trustees have clear roles and responsibilities and operate within a well-organised stewardship structure. The board maintains effective relationships with school leaders and staff. There is strong alignment between board strategic goals and goals that guide the work of curriculum leaders and classroom teachers. Useful reporting to the board by the principal and other leaders helps to inform strategic decisions and resource allocations.

The principal and senior leaders ensure that the needs of students are at the centre of school planning and decision making. The collaborative senior leadership team makes good use of its individual and collective strengths. Leaders actively support and promote effective teaching and learning, and promote ongoing leadership opportunities for staff and students.

Internal evaluation (self review) is well embedded across the school and is helping to build a culture of reflection. Curriculum leaders and teachers are well aware of expectations and requirements for internal evaluation practice.

Next steps

To continue to strengthen current good practice in internal evaluation, the next steps for the school are to:

  • increase learning-team leaders’ and teachers’ use of evaluative thinking in reporting and appraisal to more clearly identify the impact of strategies, approaches and initiatives on student learning
  • evaluate how well the school’s self-review policy reflects stated expectations for evaluation of the school’s charter, vision and values
  • promote, gather and make greater use of parent, whānau and community voice and involvement
  • extend the scope of evaluation to include the effectiveness of appraisal, governance and senior leadership as a team, and also evaluate progress towards school promotion planning and goals.

The board’s complaints policy does not reflect current board practice in the way complaints are responded to. This policy must be reviewed and updated.

ERO recommends that the board further promote high quality principal appraisal by ensuring that there is an appropriate and identified process in place for all aspects of performance management. The board should also prioritise regular and robust external appraisal opportunities for the principal.

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 six international students were attending the school.

The school’s comprehensive self-review process for international students ensures that reporting is reflective and recommendations are acted on. Strong pastoral care and support for the wellbeing of the students is particularly evident. They have very good opportunities to improve their understanding and use of English language skills. Students are encouraged and supported to participate in a range of events and in the wider life of the school.

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

Mairehau High School places a high value on building supportive relationships and creating a positive environment to promote student learning and wellbeing. Students benefit from the wide range of support teachers provide for their learning and achievement. School leaders and teachers remain focused on improving outcomes for students. This report identifies many notable school strengths and also outlines a number of next steps that are necessary for the school’s ongoing improvement.

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

Lesley Patterson

Deputy Chief Review Officer Southern

30 June 2016

About the School

Location

Christchurch

Ministry of Education profile number

320

School type

Secondary (Years 9 to 13)

School roll

373

Number of international students

6

Gender composition

Girls 51%; Boys :49%

Ethnic composition

Māori

Pākehā

Pacific

Other

23%

64%

3%

10%

Special Features

Physical Disability Resource Centre

Review team on site

April 2016

Date of this report

30 June 2016

Most recent ERO reports

Education Review

Education Review

Supplementary Review

December 2012

April 2010

March 2009