Northland College

Northland College

Findings

1 Background and Context

What is the background and context for this school’s review?

Northland College caters for 268 students in Years 9 to 13. Most learners are Māori with strong connections to Ngāpuhi. The college has a bilingual te reo Māori unit, Te Toi Rangi, which caters for learners by providing practices aligned to Te Whare Tapu o Ngāpuhi. Hiwa-i-te Rangi teen parent unit provides education for youth aged parents to continue their education journey.

The February 2021 ERO report identified continued concerns about the school’s performance, professional leadership and governance. Further improvement in the college’s curriculum, use of assessment and evaluation was required to improve learner outcomes. These included progress and achievement, wellbeing and National Certificates of Educational Achievement (NCEA) results for Years 11 to 13.

An experienced principal was appointed at the start of 2021. The school leadership includes a deputy principal appointed mid-2021 and a new assistant principal appointed in 2022. Some teachers and staff are long serving. Since 2021, many staff have been appointed.

The board elected in 2022 remains stable with many experienced and long-serving members along with a new staff representative. Links with local iwi, including kaumatua, have continued to strengthen and this area remains a key ongoing priority.

The school has worked in partnership with ERO since March 2021 to support ongoing school progress and improvement. Regular ERO progress evaluation visits to the school involved the principal, school leaders, school board, teachers, staff and learners.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

The school has made considerable progress in addressing the issues identified in the 2021 ERO report.

Priorities identified for review and development

ERO identified four terms of reference to evaluate the progress and performance of the school in relation to supporting and improving student outcomes. These are:

  • the provision of a positive and safe school culture and student wellbeing services

  • learner outcomes - attendance, learning opportunities, progress and achievement

  • teaching effectiveness and responsive curriculum

  • leadership and stewardship.

Progress
Positive and safe school culture and student wellbeing services

The college has made significant progress in developing a positive and supportive learning environment. Learners are taking more pride in their school and report they form supportive friendships with their peers in a settled school environment. Clear schoolwide expectations for learning focused behaviour have strengthened through positive behaviour (PB4L) for learning strategies.

Pastoral systems continue to develop with a focus on removing barriers in order to encourage positive participation in learning. Increased external resources are sought to support learners’ wellbeing including Ka Ora, Ka Ako lunches, health and targeted supports to improve wellbeing. There has been a marked early improvement in students’ ongoing engagement at school through less stand downs and suspensions in the first half of 2023.

There are more sporting activities and education outside the classroom activities focused on expanding students’ experiences and future horizons. Learners enjoy being involved in a wider range of sporting activities and regular trips outside of classrooms.

A focus on extending the school’s understanding and response to students’ views and perspectives continues to grow. Conducting targeted student surveys, including one on wellbeing should help the board and staff to get a sense of which areas are going well and which areas require further attention.

Learner outcomes - attendance, learning opportunities, progress and achievement

A sustained focus on improving attendance has made considerable progress in lifting and stabilising this key measure from mid-2022. Previous targeted reward systems had a positive impact in changing attendance. Relationships with whānau continue to grow and strengthen. Improving attendance behaviours remains a critical ongoing priority for the college.

NCEA results for 2022 show some early improvement particularly at Levels 1 and 3 and for University Entrance. More students met literacy and numeracy requirements at Level 1 and this contributed to improvements in Level 1 results. More students are beginning to achieve merit and excellence endorsements. This remains an ongoing school focus.

NCEA Level 2 results declined significantly in 2023. Retention of students in meaningful learning and vocational pathways, particularly male learners, requires targeted actions at Years 10 and 11. Very few males are retained at school from Year 12 onwards. Early intervention is needed to retain learners in school until at least the end of Year 12.

Year 9 and 10 learners’ progress and achievement is better known and understood by teachers, leaders and the board. The use of the Progress and Achievement Tool (PaCT) for reading, writing and mathematics has established the need to significantly improve rates of progress in these areas. Teachers understand they have a crucial role in accelerating learners’ progress to better enable access to all areas of the curriculum and wider learning opportunities. New school structures focus on strengthening literacy and numeracy learning.

More valuable opportunities are provided for students to undertake leadership roles and responsibilities. This includes sporting, cultural and academic events and celebrations. Students value and appreciate increased co-curricular experiences.

Continuing to sustain the current momentum for improving learner outcomes remains a key focus for the school. Students are beginning to see themselves as successful learners as a result of higher schoolwide expectations for learning.

Teaching effectiveness and responsive curriculum

The school has made good progress in establishing stronger foundations for teaching and learning based on higher expectations for learning. New school structures in 2023 support teaching and learning. This includes new whānau or pastoral and academic approaches with longer blocks of learning time. Improving strategies literacy and numeracy teaching approaches is a priority.

Curriculum developments are ongoing and seek to strengthen the central role of Ngāpuhi local histories for learners. Students value knowing more about their unique culture, language and identity. Relationships with local iwi continue to build and support this key work, particularly for implementing the Aotearoa New Zealand Histories curriculum.

Relationship First professional development is supporting teachers to reflect on their practices more deeply. This includes observing each other teach and working in pairs to share practices and insights. Student engagement is improving in classrooms where these approaches are progressing. Suitable processes are in place for teachers to meet the Teaching Council’s professional growth cycle requirements.

Continuing to strengthen the ongoing use of student and teacher voice to monitor how well curriculum changes are working for learners and staff, remains an ongoing priority. Enhancing learner agency and ownership of learning is a key aspect of curriculum developments to lift learner engagement and individual outcomes.

Leadership and stewardship

Significant improvement in cohesive, learner-centred professional leadership is evident. School leaders and teachers are continuing to develop a better understanding of their individual and collective professional roles and responsibilities. There is a focus on growing leadership schoolwide. Opportunities for professional development and networking opportunities for leaders and teachers are growing.

Stewardship capacity has grown through a clear focus on school improvements due to closer monitoring of valued learner outcomes. The board continues to scrutinise data and ask good questions. They understand their key roles and responsibilities in relation to improving learner outcomes, retention and learning opportunities.

3 Sustainable performance and self review

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

The school has increased its capacity to improve its performance and sustain improvements. There is a clear focus of improving learning conditions and outcomes.

A constant focus on establishing the foundation for teaching and learning has occurred in conjunction with a school board that undertakes its role purposefully. Relationships with whānau and iwi continue to grow. Steady roll growth is evident.

Ongoing key priorities include continuing to improve the teachers’ practices, including use of data analysis and monitoring to improve progress and achievement. This work will also support the development of a comprehensive localised curriculum. Earlier access to vocational pathways for learners at risk of leaving school before Year 12 without formal qualifications remains a key aspect of this work.

Key next steps

School leaders, board members and ERO agree that continuing to strengthen schoolwide leadership for effective teaching that improves valued learner outcomes remains a central focus.

Other priorities for improvement include continuing to:

  • develop and embed PB4L and new structures that underpin a positive learning climate for students and staff

  • improve attendance, progress and achievement, including literacy, mathematics and vocational pathways for learners by increasing the retention of senior students

  • support curriculum leaders, including the SENCO, to monitor, evaluate and report to the board in relation to strategic priorities and annual improvement targets

  • develop and implement a localised curriculum that engages learners in high interest and meaningful programmes that encourage students to lead their own learning

  • collect student and teacher voice to gauge how well evolving teaching innovations are working and to make ongoing adjustments that improve their positive impact.

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

  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Northland College has made substantial progress with improving schoolwide teaching and learning conditions since early 2021. Leaders, staff and the board understand the importance of sustaining the current momentum for improving the school’s performance for its learners and their whānau. Lifting attendance, senior student retention and learner outcomes at all levels, remain significant priorities.

Students benefit from cohesive, student-centred professional leadership and ongoing improvements in the board’s performance. The college is becoming much better placed to improve equity in learner outcomes.

On the basis of the findings of this evaluation, Northland College has made significant progress and will transition to Te Ara Huarau, ERO’s approach for school evaluation for improvement.

Image removed.Shelley Booysen
Director of Schools

25 October 2023

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Northland College

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Northland College’s performance in achieving valued outcomes for its students is: Needs development.

1 Background and Context

What is the background and context for this school’s review?

Northland College, located in Kaikohe, provides co-educational secondary education from Years 9 to 13. The roll of 265 is predominantly Māori, and most affiliate with te rohe Ngā Puhi ki te Hauauru and surrounding hapū.

The school’s vision, Te Whākitenga, is "Hakamanahia ngā akonga ki kia taea" (to empower all learners to succeed). The school includes a farm, services and trades academies and Te Toi Rangi bilingual classes for Years 9 and 10 students.

The principal and assistant principal appointed in 2017, will be leaving next year. A new deputy principal was appointed in 2018.

Since November 2017, ERO has regularly visited the college to evaluate the progess made to address agreed priorities for review and development. Because of concerns about the school’s capacity and capability, ERO has undertaken two longitudinal reviews to monitor and evaluate the school over the past four years.

Evaluation visits included meetings with the board of trustees, Ministry of Education (MoE), Limited Statutory Manager (LSM), principal, senior leaders, staff, students and whānau. The LSM ended his work with the school in December 2019. The MoE has funded targeted staffing to support student wellbeing.

The college is a member of Te Arahura Community of Learning|Kāhui Ako.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Leaders and teachers will prioritise:

  • developing a positive school culture including the provision for student wellbeing (inclusive of pastoral care)
  • providing effective teaching and learning which will include a responsive, relevant and engaging curriculum
  • improving the effectiveness of leadership at all levels of the school
  • engaging with the community to establish partnerships with whānau that better support student learning.
Progress

Northland College continues to work towards addressing these key review and development areas.

Positive and safe school culture

School leaders and teachers have made good progress in developing a more positive learning environment for students and staff. This is reflected in improved student attendance over time and a marked reduction in stand downs and suspensions during 2020. Student engagement data over the last three years show positive trends.

A positive, settled school tone is developing. Students have greater pride in their success. School assemblies increasingly celebrate and affirm students’ learning and other valued curriculum outcomes.

Leaders and teachers are establishing higher standards, and clearer expectations for student behaviour and respectful interactions. Teachers have established a more orderly school climate for learning. The school deans have a greater focus on how well students enact school values. They seek ways to affirm and acknowledge students’ efforts.

Inclusive school practices are more evident. A new Special Education Coordinator (SENCO) has been appointed to provide targeted support programmes for students with additional learning needs. Good use of external agencies is growing. New teacher aides are supported by training to develop their skills.

MoE support for additional student guidance and counselling services has helped students to access external agencies. This has had a positive impact on student wellbeing.

Effective teaching and learning

The school needs further support to lift student learning outcomes, particularly in Years 9 to 10 and National Certificate of Educational Achievement (NCEA) Levels 1 and 3. Improving student learning outcomes remain a significant challenge.

NCEA data from 2018 indicate few students leave school with NCEA Level 2 or above. Data from 2019 indicate decreasing achievement in NCEA Levels 1, 3 and University Entrance (UE). Overall, levels of achievement are low compared to similar schools.

Student progress in NCEA is now regularly monitored and tracked by school leaders. Increasingly, students are able to access special assessment conditions for completing NCEA assessments. The school reports that completion rates of internal assessments in 2020 have improved.

Developing a more engaging and relevant school curriculum to improve student learning outcomes remains a priority. Senior leaders continue to work to improve teaching practices but are yet to fully implement the school's curriculum. Leaders and staff are working towards providing a more integrated approach to learning. This initiative could also support teachers to develop and use more effective teaching and learning practices.

There are some examples of good teaching practice within the school. For example, teachers have grown their use of digital technologies. In the Years 9 and 10 modern learning environment teachers regularly access external professional learning to assist with planning programmes using online platforms.

Students value participation in an extended range of sports and curriculum experiences. These are provided by staff, whānau and the community. Students also enjoy increased access to education outside the classroom that includes sports events, regular trips and camps.

Leadership effectiveness

Senior leaders have developed a more settled learning environment for students and staff. They are setting higher expectations of teachers’ practice. Leaders are beginning to build teacher capability and strengthen the school curriculum. Formally documenting their expectations, and monitoring and supporting teacher practice more closely is necessary, to ensure that their expectations are enacted consistently.

Leadership roles for staff have expanded. This has offered new and varied responsibilities for teachers. Senior leaders should give greater support for middle leaders to improve student learning, evaluation and reporting to develop a culture of success among students and the community.

Representatives on the Student Council regularly meet to discuss matters concerning their peers. Better use could be made of students’ perspectives about their wellbeing, to guide ongoing school improvements and decision making. Whānau voice could also be better used to help inform the school’s curriculum development and strategic direction.

The board provides continuity and good support for the principal and leaders. Trustees worked well with the LSM during his time in the college. As a result of MoE support and prudent management strategies, the school now has a more secure financial position.

Community engagement

Teachers have provided increased opportunities for the local community to connect with the college. More parents are regularly involved in school activities, events and celebrations. The college hosted Ngā Manu Kōrero regional competition for the first time in 2019. This has supported the growth of te reo Māori in the school.

Whānau appreciate regular and meaningful contact with teachers to discuss their child’s learning. Senior leaders should continue to seek ways to engage in genuine and reciprocal learning partnership with the school’s community. Strengthening these partnerships could help improve students’ learning and wellbeing.

Key next steps

ERO recommends that targeted support services and provision for students’ wellbeing continues.

Senior leaders need to:

  • develop strategies to support consistency in teachers’ learning relationships with students
  • use staff and student wellbeing surveys to help gather and respond to staff and student views
  • continue improving their use of evidence to support ongoing school improvement
  • improve the analysis and response to wellbeing and achievement data, particularly for groups of students
  • undertake more effective monitoring and targeted actions to increase student success.

The community should be consulted about the school’s strategic planning and curriculum review. This must be done well in order to develop a localised school curriculum and strategic plan that are clearly focused on improving student outcomes.

3 Sustainable performance and self review

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

While there has been some improvement across all four priorities of ERO’s longitudinal review of the college, the school continues to require ongoing support from the MoE and ERO to address the key next steps outlined in this report.

4 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
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

At the time of the review, ERO identified two areas of non-compliance. The board of trustees must ensure that:

  • persons without a practising certificate are not permanently appointed to a teaching position [Section 92(2) Education and Training Act 2020]
  • all non-teaching staff have a police vet before commencing their duties and that police vets are renewed every three years [s104 Education and Training Act 2020].

To improve current practice the board and principal should ensure that all education outside the classroom planning and risk management documentation is completed thoroughly and checked, including the board’s consideration of overnight trips and higher risk activities before approval is given.

5 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Ministry of Education provides the school with a Student Achievement Function (SAF) support and works with ERO to assist school leaders with the key next steps identified in this report.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Northland College’s performance in achieving valued outcomes for its students is: Needs development.

ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.

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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

11 February 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Northland College - 21/06/2017

Findings

A new board of trustees is governing the school efficiently with the support of a Limited Statutory Manager (LSM). Some progress has been made to improve the quality of teaching and learning and in NCEA results. ERO intends to keep working with the school to ensure other areas impacting negatively on students' learning are addressed.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

Northland College provides co-educational secondary education for young people from Years 9 to 13. The college, located in Kaikohe, has an adjoining dairy farm, forestry block and honey bee farm. Nearly all students are Māori and most descend from Ngapuhi and surrounding subtribes.

Following the 2012 ERO review of the school, the Secretary of Education replaced the board of trustees with a commissioner. A new principal was appointed in 2013. During 2012, 2013 and 2014 ERO visited the school regularly and evaluated the progress the school made against agreed priorities.

The 2015 ERO report identified continued concerns about the conditions of the school property and the school’s financial viability. It highlighted ongoing concerns about the school’s strategic direction, the school’s curriculum and the quality of teaching and learning.

During 2015 and 2016, the Ministry of Education (MoE) provided considerable professional learning for teachers and school leaders. ERO continued to visit the school in this time to evaluate the progress made against agreed priorities identified in the 2015 ERO report.

ERO and the school discussed the following priorities for improvement, identified in the 2015 report:

  • the development of leadership capacity and capability
  • the development and implementation of a Northland College curriculum
  • the development of quality teaching practice and inquiry
  • the effective use of student progress and achievement data to refine achievement targets and inform programme planning
  • the continuing development of a culturally nurturing environment for Maori learners where language, culture and identity are supported.

ERO visited the school early in April 2017 to verify the two year process. This 2017 ERO report describes the progress made over the past two years.

It also identifies on-going concerns around the quality of leadership including inadequate systems to ensure student safety and staff accountability, curriculum and teaching and learning practices throughout the school.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

ERO and the school discussed the following priorities for improvement identified in the 2015 ERO report:

  • the development of leadership capacity and capability
  • the development and implementation of a Northland College curriculum
  • the development of quality teaching practice and inquiry
  • the effective use of student progress and achievement data to refine achievement targets and inform programme planning
  • the continuing development of a culturally nurturing environment for Maori learners where language, culture and identity are supported.
Progress

The development of leadership capacity and capability

There has been both stability and change in the school leadership team since ERO’s 2014 review. The principal is now in his fifth year leading the school. A long-serving deputy principal continues to be in charge of the school’s pastoral care systems. An experienced leader is currently employed in a temporary role as acting deputy principal with responsibilities for curriculum and assessment. Since 2016 three middle managers have taken responsibility for the collection of student achievement information and use it to identify students at risk of poor academic performance.

Progress has been limited in terms of providing the required school and curriculum leadership to affect change and result in positive outcomes for students.

The board of trustees are not yet receiving regular assurance from school leaders that the school is meeting legislative requirements. A lack of appropriate systems and accountability measures place students and the board of trustees unduly at risk. These include:

  • inaccurate records of registered teachers and non-registered staff
  • non-registered staff working without supervision, without Limited Authority to Teach status or without being police vetted
  • inadequate appraisal of teachers and support staff
  • not meeting mandatory reporting requirements to the New Zealand Education Council about teachers whose actions might constitute serious misconduct
  • non-scheduled school closure.

These poor practices and lack of adherence to the Vulnerable Children Act 2014 places students and the board of trustees unduly at risk.

In addition, consultation with parents about the school’s health curriculum has not been completed for at least four years.

Of continued concern are student attendance records and truancy statistics which indicate high numbers of students are disengaged from school. There are also high numbers of stand-downs. Considerable numbers of students are out of class during the school day.

School leaders should:

  • prioritise the collection, analysis and evaluation of student engagement data and use it to plan proactively to engage young people in meaningful learning
  • ensure that new and beginning teachers have an effective induction programme.

The board and principal have identified that the appointment of a permanent senior leader to lead curriculum and guide the use of student achievement information is urgent.

The development and implementation of a Northland College curriculum, and quality teaching practice and inquiry

School leaders have increasing expectations for teachers to change and improve their practice and work collaboratively. Professional learning is beginning to impact on how some teachers use student achievement information to plan learning programmes and reflect on their practice.

Students in Years 11, 12 and 13 have access to increasingly varied curriculum pathways including trades, hospitality and agriculture. Students now have access to NCEA levels 2 and 3 qualifications through Telford and Lincoln Universities. Around 60 senior students are also involved in Gateway programmes that provide them with work experience each week.

In Term 4, 2016 the principal led staff in the first phase of a new curriculum to start in Term 1 2017 for Years 9 and 10. This new approach requires teachers to collaboratively plan integrated learning programmes, with two or more teachers working with combined Years 9 and 10 students in an open learning space. Unfortunately, due to the new building not yet being complete, teachers and students are having to use existing open spaces in the school, including the hall. Other teaching and learning for all students continues to take place in the old classroom blocks.

Generally, teachers find the new teaching and learning expectations for Years 9 and 10 challenging. In junior and senior classrooms most learning programmes are traditionally teacher-led and are not effectively engaging students in learning. Many students are unprepared for learning, arriving to class without their required chrome books or other equipment. On the whole, teachers are not yet using digital devices to modify, redefine and enhance learning for students.

Some teachers maintain positive learning relationships with students. However ERO is concerned about the deficit attitudes and beliefs about students’ behaviour and learning, and about whānau and community that are also evident among staff.

The effective use of student progress and achievement data to refine achievement targets and inform programme planning

The school’s academic counselling initiative supports teachers to track students’ progress. Whānau group teachers identify students requiring targeted action and conference with parents and students to develop and adjust learning goals. School leaders report that these initiatives are successful in engaging students and parents in learning partnerships with the school.

The school retains very few of its students until the end of Year 13. Many students leave the school during or at the end of Year 11. Collecting and analysing student destination data could provide the school with useful information about why students leave and where they go. This data would support the school in planning for improved student retention.

The school’s achievement continues to be low for students in NCEA Levels 1 and 3 and in University Entrance. NCEA level 2 results are more positive with around 70 percent of students achieving this qualification over the past three years.

School leaders know that Year 9 students enter the college with low levels of numeracy and literacy. However they take up a significant amount of learning time formally testing students at the start, middle and end of the school year. These testing expectations have increased with the school’s involvement in a digital learning project. Students’ lack of interest in this formal testing regime makes the validity and reliability of data questionable.

Areas for continued improvement include senior leaders:

  • appointing a senior leader with responsibility for the school-wide picture of student achievement and for assessment systems and processes throughout the school
  • accessing students’ National Standards information from which to design differentiated teaching and learning approaches that engage and challenge students appropriately
  • supporting teachers to understand National Standards and accelerated learning
  • designing an assessment approach for the integrated teaching model at Years 9 and 10
  • reconsidering the place of formalised testing for Years 9 and 10 students.

Some Year 12 and 13 NCEA courses operate with very small student numbers but have low rates of success. School leaders should increase expectations for teachers to provide individual learning plans for classes with small numbers of students. They should monitor the academic performance of students during the year and plan for all students to achieve.

In addition, NZQA’s 2011, 2013 and 2016 National Moderation Reports identify ongoing concerns about the school’s internal moderation processes for the senior curriculum. These aspects require urgent attention.

The continuing development of a culturally nurturing environment for Maori learners where language, culture and identity are supported

The 2012 ERO report identified that Te Whānau o Te Awatea was providing successful learning pathways in te reo Māori for students in Years 9 to 13. However at the time of this 2017 ERO visit, staff, trustees and whānau were confused about the school’s bilingual status and the place of Te Whānau o Te Awatea. Whanau and members of the school community expressed concern about changes to the teaching and learning of te reo Maori with the introduction of the new integrated teaching model.

In consultation with its community, the school should urgently address the provision of te reo Māori as an academic pathway for students. It would be useful for the school to review the position of te reo Māori against Te Tiriti o Waitangi principles and Ngapuhitanga expectations. School leaders should also ensure that Māori students continue to experience high levels of whānaungatanga and a school context that actively promotes their language, culture and identity, and success as Māori. 

3 Sustainable performance and self review

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

The school is not well placed to make progress with or sustain improvements in its performance without support. Processes to enable the school to review its own performance are limited.

The commissioner continues to support the board as a Limited Statutory Manager (LSM). He holds key responsibility for managing finance, personnel and curriculum. The LSM has been instrumental in establishing partnerships with private enterprise and improving the financial viability of the school’s farm. This enterprise, that includes forestry and honey bee production, provides good opportunities for student learning and vocational pathways. The school farm is being managed effectively and efficiently in partnership with Lincoln University.

A new board of trustees was formed in May 2016 with some trustee positions appointed by the Minister of Education on behalf of the Kaikohe community. Trustees are connected to Kaikohe and affiliate to Ngapuhi iwi. They bring varied professional skills and experiences to their governance roles and have strong aspirations for the future of Kaikohe students and the school. The board is functioning well under the guidance of an experienced board chairperson. The new board of trustees is working efficiently and effectively with the support and guidance from the LSM.

With external specialist support, the school’s charter and strategic planning documents are now more streamlined and meaningful. Charter goals and achievement targets are well-defined. The board’s policies provide a good framework for guiding school operations, and a governance manual guides the work of trustees in their governance roles.

The new school build is due to be completed in August 2017. The opening and move into the new learning spaces is much anticipated by staff, students and whānau. The student support area, Te Puna Wai o te Hauora now has its own base, giving more space and privacy to students requiring wellbeing support. Hiwaiterangi, the teen parent unit hosted by Northland College opened early in 2017.

Key next steps

The board of trustees, principal and school leaders should work urgently to:

  • develop the school’s internal evaluation processes and understanding so that the board receives useful information about the impact of initiatives, including from the pastoral care team and Hiwaiterangi, the school’s teen parent unit
  • implement the teachers’ appraisal system and align it to New Zealand Education Council requirements for accountability and improvement
  • develop and implement an appraisal system for non-teaching staff
  • align professional learning and other school-based initiatives to the school’s strategic planning documents so that the board can evaluate the extent to which goals and targets are being met
  • ensure a safe physical and emotional environment for students and staff
  • use evidence to review policies and investigate how policies align with practice.

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.

In order to meet its legal requirements the board of trustees and college leaders must:

  • provide teaching and learning programmes for all students in years 9 to 10 in the Arts and Technology learning areas
  • implement a health consultation with the community at least once in every two years 
  • provide yearly appraisals for non-teaching staff and align teacher appraisals to Education Council requirements
  • ensure that all non-teaching staff are regularly police vetted
  • provide adequate supervision for non-registered teachers who do not have LAT status
  • meet mandatory reporting requirements to the NZ Education Council.

The New Zealand Curriculum, National Administration Guideline 1(a)I; Section 60B; 139AK of the Education Act 1989; State Sector Act 1988 77C; Vulnerable Children Act 2014, 25(1),26(1),27(1).

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Secretary for Education continues the intervention under s78 of the Education Act 1989 to maintain progress addressing the remaining concerns about the quality of leadership, curriculum, and personnel practices.

Conclusion

A new board of trustees is governing the school efficiently with the support of a Limited Statutory Manager (LSM). Some progress has been made to improve the quality of teaching and learning and in NCEA results. ERO intends to keep working with the school to ensure other areas impacting negatively on students' learning are addressed.

ERO intends to carry out another review over the course of one-to-two years. 

Violet Tu'uga Stevenson

Deputy Chief Review Officer Northern (Acting)

21 June 2017

About the School 

Location

Kaikohe, Northland

Ministry of Education profile number

9

School type

Secondary (Years 9 to 13)

School roll

299

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori
Pākehā
Pacific
other

93%
2%
4%
1%

Special Features

Northland College Teen Parent Unit, Hiwa i te rangi Services Academy Trades Academies: farm, forestry and hospitality Te Whānau o Te Awatea bilingual facility

Review team on site

April 2017

Date of this report

21 June 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

April 2015
April 2012
May 2010