Palmerston North Girls' High School

Education institution number:

203

School type:

Secondary (Year 9-15)

School gender:

Single Sex (Girls School)

Definition:

Not Applicable

Total roll:

1293

Website:

http://www.pnghs.school.nz

Telephone:

06 357 9194

Address:

Fitzherbert Avenue, Palmerston North

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Palmerston North Girls' High School - 11/12/2018

11 Dec 2018

School Context

Palmerston North Girls’ High School, in central Palmerston North, provides secondary education for girls in Years 9 to 13. Of the 1240 students, 21% identify as Māori, 6% are of Pacific heritage.

The school’s vision is: Inspiring young women who are successful learners and act with integrity - He manu hiringa, he manu āriki, he manu rere ki te rangi. Its valued outcomes are: Respect – Whakaute, Resilience – Whakamana and Social Responsibility – Whakatangata.

The strategic goals for 2018 are to improve: the quality of teaching and learning strategies to develop independent learners; positive relationships and partnerships throughout the school community; a safe environment where wellbeing and diversity are respected and valued; and the recognition and value of Māori as tangata whenua.

Achievement targets include: continuing to accelerate the literacy and numeracy progress of priority students, especially in Years 9 and 10; and to have the achievement of Māori and Pacific students in national qualifications the same or better that others in the school.

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

achievement and progress
attendance
pastoral care and wellbeing.

The leadership of the school has changed since the May 2015 ERO review, with a new principal and two assistant principals joining the senior team. Staffing across the school has been generally stable.

A student achievement function practitioner, funded by the Ministry of Education (MoE), worked with the school in 2017. In 2018, the school was granted MoE funded professional learning focussed on improving culturally responsive pedagogy and relational practice.

The school is a member of Te Oro Karaka Kāhui Ako.

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 highly effective in achieving equitable and excellent outcomes for students. Students experience high levels of success, with nearly all achieving National Certificates in Educational Achievement (NCEAs) Levels 1 and 2.

A general trend of improvement since the previous ERO review is evident, with levels of achievement sustained and increased over recent years. Nearly all girls leave the school having gained NCEA Level 2. Outcomes for Māori and Pacific students have improved at all Levels in recent years. Māori achievement compares well to their peers in the school in NCEA Levels 1 and 2.

Leaders are aware of disparities for Māori and are addressing these, lessening the difference in achievement at Level 3 and attainment of University Entrance.

Retention of students at school is high and has been sustained, with nearly all staying beyond the age of 17.

The school is effective in improving outcomes for students in Years 9 and 10. Data shows that good progress is made over these two years, with most achieving above expected levels in mathematics and literacy by the end of Year 10.

Students with additional needs are identified and well catered for through programmes, interventions and specific resourcing. Responsive guidance and planning in collaboration with parents and whānau supports students’ engagement and learning.

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

The school very effectively accelerates the learning of those students, including Māori, who need it. Those identified as at risk of not achieving expected levels on entry to the school, are provided with specific support in Years 9 and 10. Data shows that the majority of these students show accelerated progress in literacy and mathematics in their first two years at the school, particularly in Year 9.

Information shows that those Māori and other students who were below curriculum expectations on entry to school, are well supported to increase their progress and finish the school having achieved at least NCEA Level 2 and above.

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 achieve highly in a broad and balanced curriculum that provides a wide range of opportunities for success within and beyond the school. A good range of courses caters for the diverse needs of all students. Curriculum pathways support girls to be academically successful and transition to further education and university. Practically-based vocational subjects provide suitable pathways to employment or further training.

The collaborative leadership group is improvement focused and ensures an orderly and supportive environment that is conducive to student learning and wellbeing. Leaders develop and effectively pursue the school’s vision, goals and targets for equity and excellence. Leaders have successfully promoted planning, coordination and review of the curriculum and teaching that has continued to improved outcomes for students.

Good relationships with parents, community and iwi promote and enhance learning. Leaders recognise the importance of stakeholder voice as a key resource to decide priorities for inquiry and improvement. A range of strategies to communicate with parents and whānau are used effectively to share information about their child’s achievement and engagement. Stronger links have been made with Pacific families. Good use is made of community resources to enhance the curriculum and learning opportunities.

The school is welcoming, inclusive and values diversity. Calm and purposeful classroom environments foster learning and promote high engagement. Positive and respectful interactions with students are clearly evident. Teachers know students well and focus on developing purposeful relationships that enhance learning and wellbeing. There is increased recognition and celebration of Pacific cultures across the school. The school’s review of how well its values underpin all aspects of school life and the culturally responsive pedagogy strengthen this provision.

A well-considered and comprehensive approach, undertaken in consultation with Māori learners, whānau and iwi supports the further development of culturally responsive practices across the school. The visibility and integration of te ao Māori and tikanga are increasingly evident and valued. There is a deliberate approach to enhancing Māori students’ wellbeing, sense of identity, belonging and engagement in learning.

Sustaining and improving student wellbeing is a strong collective focus and a strategic priority. Strategies and processes for promoting wellbeing are well considered and continue to be strengthened. A collaborative pastoral support system effectively fosters students to be successful learners. Student voice is increasingly gathered and valued. Girls are encouraged to contribute to decision making. A wide range of leadership opportunities is provided for students, in a variety of contexts that reflect the school values and traditions.

A purposeful approach to analysing data more deeply to identify inequities of achievement for groups of students is evident. Appropriate processes track and monitor achievement. New assessment tools and systems have been recently introduced. The use of these further informs curriculum review and the picture of progress and achievement over time, in particular, accelerated progress for those who need it.

The school has a strategic and coherent approach to build teaching capability. Strengthened performance management processes effectively support teachers to improve their practice. Relevant and beneficial professional learning contributes to the school’s achievement of its strategic goals. A robust procedure provides effective support and guidance for teachers new to the school.

Leaders and teachers are reflective and collaborative. Coherent organisational conditions align to promote effective evaluation and inquiry. Systematic review and knowledge building processes are leading to changes in practice and improvements in outcomes.

Trustees possess a range of useful skills to promote positive governance. Resourcing decisions reflect identified priorities and promote equity, excellence and success for all learners.

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

Leaders and trustees demonstrate a strong strategic focus on improving outcomes and success for all students, in particular Māori and Pacific learners. The recently developed effective teacher profile provides clear guidance and expectations that should inform improved teaching practice. Inquiry processes are beginning to contribute to the growth of this practice.

The school identifies, and ERO’s evaluation confirms, that the next steps for development are:

ongoing review and evaluation of the school’s curriculum to further enhance learning and wellbeing
to further strengthen culturally responsive and relational practice
to continue to build teacher understanding and implementation of practices aligned to the effective teacher profile
to strengthen inquiry and evaluation across the school.

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.

Provision for international students

The college is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with and meets all aspects of the Code.

At the time of this review there are 31 international students, drawn mostly from Asia.

Processes for induction and orientation to the school are well considered. Systems for identifying and responding to individual needs and interests are effective.

Care is taken to provide suitable and relevant courses that reflect the strengths and aspirations of students. Those who set goals for academic achievement experience success in gaining NCEA qualifications that support transition into higher education.

International students’ welfare needs are well supported and they benefit from an inclusive environment. They participate in a range of cultural and sporting activities at the school and in the wider community. Students have opportunities to share their cultures with other students.

4 Going forward

Key strengths of the school

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

a curriculum that leads to high levels of academic achievement for all students
strong relationships that value culture, language, identity and diversity
effective pastoral systems and promotion of wellbeing
strategic and effective leadership of change and improvement.

Next steps

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

further enhancing the breadth of curriculum through review and evaluation
building teachers’ capability to implement culturally responsive practices
further development of evaluation and inquiry.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Phil Cowie

Director Review and Improvement Services

Central Region

11 December 2018

About the school

Location	Palmerston North
Ministry of Education profile number	203
School type	Secondary (Years 9 - 15)
School roll	1240
Gender composition	Female 100%
Ethnic composition	Māori 21% Pākehā 47% Asian 15% Pacific 6% Other ethnic groups 11%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	October 2018
Date of this report	11 December 2018
Most recent ERO report(s)	Education Review May 2015 Education Review December 2010 Education Review August 2006

Palmerston North Girls' High School - 19/05/2015

19 May 2015

Findings

Expectations for students’ academic achievement and participation in sporting and cultural activities are high. Students are encouraged to think to the future and strive for excellence. Most achieve highly in NCEA. Next development steps include promoting consistencies in planning, effective practice and evaluation for fostering wellbeing and success for all.

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?

Palmerston North Girls’ High School is a large central city school, providing secondary education for girls from Year 9. The roll is growing and culturally diverse. Of the 41% who are not Pākehā, 22% identify as Māori, 11% as Asian and 5% as Pacific. About 70% of students now live outside the school zone. The roll includes 16 international, fee-paying students.

Since the December 2010 ERO report, staffing has remained stable. The few changes of personnel include the deputy principal and trustees. Strategic planning has focused on sustaining and improving school performance. Goals and targets have identified able students and those at risk of not achieving. Strategies have been introduced to support progress and achievement.

The school ethos promotes excellence, respect for others and the environment, and personal responsibility in all things. Students are encouraged to look to the future.

2 Learning

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

A wide range of information is gathered to monitor student attendance, achievement, participation, attitudes and post-school destinations. Most is used well to inform school planning. Some data should be more systematically used to track groups and more deeply explored to identify reasons for findings and ways to respond.

Senior leaders use monitoring and achievement data purposefully to raise the performance of students overall and of identified student groups. Strategic goals and targets are continuously responsive to the findings of analysed information to promote success. Key development strategies focus on fostering ‘whole-person’ learning and wellbeing through academic achievement, increased participation in sporting and cultural activities and community relationships.

Baseline literacy information for Year 9 students indicates a wide spread of achievement on intake, with a large proportion featuring in the lower middle-to-high achievement bands. This is an annual pattern. Subsequent literacy information sighted showed a drop in performance at Year 10. This needs investigating to sustain learning and progress.

Most students achieve very well in the National Certificates of Educational Achievement (NCEA). Over the past four years, overall results have been raised and mostly been above those of similar decile schools.

The school enjoys high levels of literacy and numeracy credit attainment in NCEA. Students are encouraged to stay at school, aim high in their chosen subjects and strive for endorsements. The 2014 data shows that retention rates have increased, 93% of students left with NCEA Level 2 and the majority transitioned to some form of tertiary learning. Endorsements have trended upwards, especially with Excellence awards. Attention is now being given to increasing scholarship attainment.

Since 2011, leaders and teachers have worked continuously to raise Māori student achievement, as measured by success in NCEA. By the end of 2014 the gap between Māori and Pākehā achievement results was substantially reduced. At Levels 1 and 2, Māori student performance is higher than similar decile schools. The focus is now on raising achievement at Level 3 and post-school destinations to be on a par with Pākehā students.

The Pacific student achievement profile varies from year to year. Overall and cohort results have trended downward. A target has been set to reduce the variability in Pacific performance and raise postschool destinations to be similar to Pākehā students.

As a group, Asian students achieve highly at all levels. Performance has been sustained from year to year.

3 Curriculum

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

The curriculum is effective in promoting achievement in NCEA and transition to future destinations. Management and teaching processes are deliberate.

In Years 9 and 10, programmes are guided by The New Zealand Curriculum and from Year 11, predominantly by the NZ Qualifications framework. Students can select option subjects which map a pathway to their career aspirations. Planning for learning and post-school destinations begins at Year 9. Students know assistance is available for this.

Initiatives have been introduced to cater better for student needs and target students at risk of leaving without attaining NCEA Level 2. In 2015, provision of learning support has changed to offer continuity of assistance for students over time. Students identified as able to manage challenge are extended through acceleration. It is too soon to know the impact of these changes.

Expectations for attitude, behaviour, achievement and participation are high. Teaching focuses mainly on enabling students to learn content and skills to achieve success in assessments.

Records of alumni indicate positive outcomes each year. Some students achieve local, national and international success in sporting, arts and cultural pursuits. In 2014, several students represented their school and nation in competitions, performances or special events.

Senior leaders are aware of the need to balance striving for excellence with fostering student wellbeing. The findings of the 2014 student wellbeing survey have been analysed and fed back to staff. Areas of concern are being discussed. A wellbeing promotion strategy has been developed to follow up on issues identified, and implementation of this is planned.

Information from teacher appraisals, reflections and student feedback indicates variability in levels of understanding and quality of teaching provision across subjects and classes. A statement of beliefs about effective teaching should be developed schoolwide and documented to provide:

consistency of learning-centred class environments that encourage thinking, questioning and debate
students with skills and competencies to manage and evaluate learning and progress
planning and practices responsive to the cultural identities of students, especially Māori and Pacific
a framework to guide appraisal feedback in relation to practice and for setting development goals.

Teachers’ reflections about effectiveness of practice for engaging students in learning how to learn and achieve, indicate an early stage of development. The process should be continuous and informed by monitoring.

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

Educational success is successfully promoted with improved outcomes at Levels 1 and 2. There is a considered approach to building students’ aspirations and fostering transition beyond school and to university.

Students’ language and culture are recognised in aspects of the curriculum. The head of the Māori department has networked with local schools to promote a consistent te reo me ngā tikanga Māori curriculum for supporting smooth transitions. Te reo Māori instruction is available at all year levels. Students have opportunities to participate in local cultural activities and undertake leadership roles. However, feedback points strongly to the need for improved strategies to promote success as Māori. Māori students do not feel their cultural identity is well recognised in school life.

Some steps have been taken to develop teachers’ cultural responsiveness. Māori staff have supported colleagues in their pronunciation of te reo Māori. A staff marae visit is planned. In addition to incorporating the Registered Teacher Criteria in appraisal, leaders and teachers should work with the Ministry of Education document Tātaiako: Cultural Competencies for Teachers of Māori Learners, to enrich understanding and enhance practice.

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 because:

it is well governed and led
there is a shared commitment to high expectations
strategic goals build on the findings of self review
goals and targets are clearly communicated
student outcomes are promoted.

To enhance school performance in promoting student learning, achievement and wellbeing, areas for continuing development are:

defining understandings about effective teaching practice, based on current research
reducing variability in quality of planning and processes across the school
fostering educationally powerful connections with students, families and whānau
evaluating information gathered more deeply, to identify reasons why the curriculum serves some groups better than others.

Provision for international students

The school is 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 there were 16 international students attending the school, including two exchange students.

ERO’s investigations confirmed that the school meets the requirements of the Code. Students are provided with high quality pastoral care and education. They are supported to learn, progress and participate. Students state they feel well integrated into school and community life.

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

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

Joyce Gebbie

Deputy Chief Review Officer Central

19 May 2015

About the School

Location	Palmerston North
Ministry of Education profile number	203
School type	Secondary (Years 9 to 13)
School roll	1264
Number of international students	16
Gender composition	Female 100%
Ethnic composition	Pākehā Māori Asian Pacific Other ethnic groups	59% 22% 11% 5% 3%
Review team on site	March 2015
Date of this report	19 May 2015
Most recent ERO report(s)	Education Review Education Review Education Review	December 2010 August 2006 October 2002