Awhina School/ Activity Centre

Education institution number:

6110

School type:

Activity Centre

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

Telephone:

07 348 6169

Address:

36 Pererika Street, Rotorua Central, Rotorua

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Rotorua Activity Centre (Awhina) - 02/11/2017

02 Nov 2017

Background

Introduction

Rotorua Activity Centre (Awhina) is one of 14 Activity Centres in New Zealand that cater for secondary school students (Years 9-13) who are at risk of disengaging from mainstream schooling and at risk of low educational, social and vocational outcomes.

Activity Centres provide specialised learning programmes which will lead to increased attendance, engagement and achievement at school, social outcomes and successful transition rates. Registered teachers support students to increase their achievement and engagement in education guided by an Individual Learning Programme (ILP) which is responsive to the needs of each student. The ILP details the student’s learning goals and is developed in partnership with the student, teacher, parents/whānau and enrolling school.

A key component of the programme for activity centre students is to successfully transition back into the enrolling school or move on to further education or employment.

Rotorua Boys High Schools is the managing school for this activity centre. The school Board of Trustees holds governance responsibility for the Activity Centre and is responsible for providing high quality educational service in a physically and emotionally safe learning environment.

Terms of reference

This review is based on an evaluation of the performance of Rotorua Activity Centre (Awhina) in relation to the terms of reference developed with the Ministry of Education. The terms of reference are:

management and governance practices including planning, internal evaluation and professional capacity building
the use of information to plan and implement individual programmes for, and with students, and to monitor their progress
support for students to achieve improved social and educational outcomes
educational and social outcomes for students, including the extent to which students’ learning has been accelerated
students’ experience of interagency support for them and their families
transitions in and out of the Activity Centre.

The key evaluative question is:

How effective is this Activity Centre at achieving positive outcomes for students

Context

Rotorua Activity Centre (Awhina) operates under the governance and management of Rotorua Boys High School and caters for students from the five secondary schools in the Rotorua area. The centre is located in premises close to its managing school. The centre has a nominal roll of 20 students and currently there are 16 students enrolled in Years 9 and 10.

Since the 2013 ERO review, the long serving director has been on extended leave. The other teacher is acting up in the director’s role and an additional teacher has been employed. In 2016 the host school introduced a pick up and drop off service for students. This is having a positive effect on attendance.

The 2013 ERO report identified the need to strengthen assessment practice, goal setting and aspects of governance and management of the centre. Some progress has been made in these areas. Further development is needed in the use of assessment information by teachers to plan more targeted programmes for students.

Findings

Overall the Rotorua Activity Centre (Awhina) is effectively achieving positive outcomes for most of their students.

How effective is the Activity Centre at achieving positive outcomes for students?

Many students engage more positively with learning than they did prior to joining the centre. A majority of students transition back into their enrolling school or to training programmes.

Teachers focus on supporting students to attend regularly and develop competencies such as self-management, and cooperative and constructive learning behaviours. Centre values of whanaugatanga, manaatitanga and aroha are an important part of daily practices and routines. Students are developing positive learning patterns as they re-engage with their education.

Achievement information is increasingly gathered through pre and post testing in reading, writing and mathematics. This informations shows that some students make gains in their reading. At the time of this ERO review, achievement information in mathematics and writing was not consistently gathered and used to inform targeted learning programmes for students. Collection, analysis and interpretation of achievement information by the director and teachers remains an area for development in the centre.

What is the quality of governance and leadership of the Activity Centre?

Effective governance and leadership at the board and management committee level provide clear direction and support to the centre.

Membership of the management committee includes the managing school’s board member, principal and representatives from the five enrolling schools. This group has been involved in several internal and external reviews of the activity centre. These reviews identified concerns in relation to leadership, achievement and assessment, behaviour management, curriculum and relationships. Recommendations in relation to these matters were developed and the committee has made good progress in aspects of behaviour management, relationships, engagement and attendance.

The managing board receives regular reports about operational matters in the activity centre. Reports include information on attendance, engagement and where possible student achievement. These are shared with the enrolling schools.

Roles and responsibilities for enrolling, managing and transitioning students are clearly documented in the Memorandum of Understanding (MoU) between the Ministry of Education and the managing school. The commitment and engagement of enrolling schools contributes positively to the support received by students while at the centre.

The activity centre is well supported by the positive relationship it has with the managing school. The principal and Head of Department – Counselling (HOD) maintain regular contact with the centre and are focused on ensuring that it is suitably resourced. Professional learning and development is an ongoing priority for teachers at the centre. The managing school's appraisal process needs to be fully implemented to provide feedback to teachers. This should assist them to better design, plan and implement a responsive and broad curriculum that engages students with complex needs.

How effective are the selection and transition processes?

Selection and transition processes are effectively managed by centre and school staff. The centre is culturally welcoming and reflects Te Arawa – Ngāti Whakaue tikanga. Both the managing and enrolling schools have an inclusive and open approach to enrolling all students who would benefit from time at the activity centre. Students have fair and equitable opportunities to access the centre.

Transitions are well managed, enabling students to settle quickly and develop positive relationships. There are comprehensive transition processes that include the involvement of the principal, HOD guidance, enrolling school personnel, parents and students. Initial meetings involve all stakeholders in the development of ILP. Information from the enrolling school, parents, agencies and students are used to inform the ILP.

There is an expectation that students will return to their enrolling schools after two terms in the activity centre. However, some students stay for a longer period of time at the discretion of the director and school leaders. Transition back into the enrolling school includes a trial period, daily reports, meetings with deans and the monitoring of attendance and behaviour. This well considered approach to transition is enabling students to successfully re-engage back into learning.

How well does the Activity Centre identify the social, emotional and academic needs of each student?

Leaders and teachers know students well. They gather a variety of information from the referral, enrolment and transition processes. Sources of information include:

student/whānau voice
enrolling school
outside agencies.

During the early stages of their time at the centre, students complete a self-assessment process that identifies key competencies, strengths, interests and goals. This information forms a major part of the ILPs and is linked to career planning and pathways.

Leaders and teachers from the enrolling schools maintain regular contact with their students and with the teacher from the activity centre. External agencies contribute regularly to students’ wellbeing and maintain ongoing liaison with staff at the centre.

Teachers are in the early stages of developing reliable approaches for identifying the educational needs of individual students. Increased reliability is likely to come from more consistent implementation of the assessment expectations, collation and analysis of academic student achievement.

In 2016 the Resource Teacher: Learning and Behaviour (RTLB) undertook a full review of learning and behaviour approaches used at the activity centre. This review identified the need to build leader and teacher capability to manage extreme behaviours exhibited by some students.

All students at this centre identify as Māori and teachers are also Māori. In 2017 there has been a strong focus on developing relationships with whānau, and integrating tikanga and te reo practices into daily routines.

How well do the specialised learning programmes meet the needs of each student?

Specialised learning programmes are yet to fully meet the needs of each student. The ILP processes have been strengthened in 2017 with the introduction of a new and more detailed form. These forms are yet to be consistently used for all students and while they have multiple perspectives documented there is a need to be more focused on learning outcomes. Goals need to be more specific and measurable, particularly around literacy and mathematics.

Long term goals related to attendance, learning and behaviour identify areas for improvement for students. They are reviewed on a regular basis and specific goals for the individual student developed. The ILP process is supported by specific behaviour plans that have been developed by RTLBs and teachers. Students are supported to self regulate and modify their behaviour. Leaders and teachers reported to ERO that overall student behaviour has improved in 2017.

The curriculum is yet to effectively meet the needs of all students at the centre. Curriculum design and implementation is an area for development. The curriculum has a narrow approach based on literacy and mathematics. While there are documented plans and programmes that align with The New Zealand Curriculum, the level at which it is being implemented is inappropriate for many students. The centre needs to improve its curriculum, including providing more authentic learning experiences across a wider range of curriculum area.

ERO observed students accessing Te Kura modules. Students were not effectively engaged with the modules. Teachers were not actively supporting students in this aspect of their learning. Much of what is covered is low-level. Improved integration of other curriculum strands such as art, science, food technologies, careers and vocations is needed to enable students to engage more productively in their learning.

Aspects of the curriculum have been strengthened by the integration of trips in to the local community. This process has improved under the acting director’s leadership and partnership with the principal of the managing school. Trips are now well planned, risk assessments are completed and the safety of students and teachers can be more assured. In addition, trips have a purpose and are aligned to the curriculum, cultural significance and student interest.

How effectively are students prepared for their future pathways?

The activity centre is partially effective in preparing students for future pathways. The improvements to the ILP process, authentic learning/work experiences and visits outside the centre are contributing to successful transitions into further education and work for students. One of the teachers undertakes the careers programme. Through the literacy programme connections are made to student’s interests and career aspirations. This approach would be strengthened by more effective use of careers councillors and teachers from the enrolling schools, within the activity centre context.

Recommendation

ERO recommends that the managing and enrolling schools continue to review and address the quality of curriculum, assessment practice and leadership of learning in the activity centre.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

2 November 2017

About the Activity Centre

Location	Rotorua
Ministry of Education profile number	6110
School type	Activity Centre
School roll	16
Gender composition	Girls 8 Boys 8
Ethnic composition	Māori	16
Review team on site	August 2017
Date of this report	2 November 2017
Most recent ERO report(s)	Special Review Special Review Special Review	January 2013 March 2009 May 2006

Rotorua Activity Centre (Awhina) - 14/01/2013

14 Jan 2013

1 Background

Introduction

Rotorua Activity Centre (Āwhina) is one of 14 activity centres in New Zealand that provide alternative schooling for students in Years 9 to 11. Students are referred by their enrolling schools to activity centres because they are likely to benefit from a specialist programme that will meet their social and educational needs.

Once accepted at an activity centre, students remain on the roll of the enrolling school, and attend the centre for periods that vary in length depending on students’ readiness for a successful return to schooling.

The programme of learning for students at an activity centre should improve:

the attendance of students
students’ academic achievement
students’ personal and social skills, through a programme that is based on the core competencies of The New Zealand Curriculum or the graduate profile in Te Marautanga o Aotearoa.

A key component of the programme is the successful and planned transition back into enrolling school or on to further education for activity centre students.

The host school’s Board of Trustees is responsible for the governance of this activity centre.

The Activity Centre Policy Toolkit

In June 2011, the Ministry of Education released, through regional Ministry offices, the Activity Centre Policy Toolkit (The Toolkit). [1] The Toolkit was produced as a result of a review of funding models for Activity Centres and Alternative Education commencing by the Ministry in 2010. The Toolkit is intended to guide centres with respect to their policies and procedures, and inform those associated with them about their roles and responsibilities.

Terms of Reference

This review is based on an evaluation of the performance of Rotorua Activity Centre (Āwhina) in relation to the terms of reference for this review. The terms of reference are:

educational and social outcomes for students, including the extent to which students’ learning has been accelerated
the use of information to plan and implement individual programmes for, and with, students, and to monitor their progress
management and governance practices including planning, self review and professional capacity-building
support for students to achieve improved outcomes
students’ experience of interagency support for them and their families
transitions in and out of the activity centre.

2 Context

Activity Centres cater for the needs of students who are struggling with other forms of secondary schooling provision and are at risk of low educational outcomes. Rotorua Activity Centre (Āwhina) is located in attractive premises close to its host school, Rotorua Boys’ High School. The school has a nominal roll of twenty students, drawn from the cluster of secondary schools in the local area. There are currently 18 students enrolled.

The centre maintains a close relationship with its host school for operational matters and through the active and effective support of Rotorua Boys’ High School’s head of guidance.

The long-serving director and the teacher are assisted by a teacher aide and other education agency personnel. They show a strong commitment to the purpose of the centre and to making a difference for the students who attend. The director and teacher have established positive relationships with a range of agencies in Rotorua that are involved in providing support for the health, wellbeing and social conditions of young people.

The centre environment is spacious and welcoming. It includes an activities room and a well-maintained outdoor area. Staff take pride in maintaining the centre as an appropriate place for learning. Students have access to up-to-date reading material, and food is provided each morning and at lunchtime on three days of the week. The new computer suite is used by students for class activities and for recreation. In 2011, 36 students attended the Āwhina Centre. Of those students, 14 transitioned back to school or to a polytechnic and the destinations of the others are unknown.

3 Findings

Teachers at the centre have undertaken professional development with the host school staff in the use of assessment tools to identify students’ literacy levels. This has strengthened the range of tools available for assessing students’ learning and is providing useful information about the progress of students during their time at the centre. Continued professional development about assessment should improve teachers’ knowledge about appropriate student achievement, and enhance the effectiveness of teacher practice. This development should include up-skilling teachers about how to share information with students to involve them more meaningfully in setting and monitoring their own learning goals.

Currently, students’ goals are predominantly about behaviour, which are recorded and displayed in the classroom. The centre teachers observe and record students’ progress towards meeting the goals and this information is collated and reported in the director’s report to the management committee and to the host school Board of Trustees. There is a need to set further specific goals for all students so that reporting on them is more meaningful in providing information about the effectiveness of the learning programme. The likely impact of the goal-setting would be improved by involving students in evaluating their own progress. In addition, the goals could now be more directly related to the key competencies of The New Zealand Curriculum.

Procedures for transition into the centre effectively involve centre staff, teachers and students in setting behavioural and learning goals in consultation with parents/caregivers. There is an expectation that the enrolling school will also provide information about the student, but this is not consistently done. This inconsistency means that the quality of the goals and programme set for each student is variable.

Centre staff report well to the cluster management committee and to enrolling schools about student attendance at the centre, and their destination after they leave the centre.

Tikanga Māori is an integral component of the centre. Each day begins with karakia and students practise a mihi and pepeha. Students of Māori descent are familiar with their whakapapa and how they are linked to their iwi. These connections are recognised and respected by centre staff as the core of students’ personal identity.

The centre is well supported by policies and procedure from the host school, including clear objectives for the centre in the school’s strategic plan. There are high-quality processes in place for transitioning students back to this school. Good systems of communication mean that the host school board and the management committee are well informed about centre activities and students outcomes. The centre director follows the host school’s process for annual reporting and self review and there is a clear line of accountability through the staff appraisal system.

Other schools in the cluster maintain an interest in their students and in the operations of the centre through representation in an active cluster management group. There is a clear expectation that enrolling schools will continue their contact with their students during the time they attend the centre. Relevant personnel from cluster schools attend meetings with and about their students, although this is not consistent across all of the schools in the cluster.

There would be considerable benefit in providing opportunities for centre staff to share professional practice with staff from similar centres and with teachers in their cluster schools. A focus on sharing up-to-date and effective practice in meeting the needs of individual students, and particularly students at risk, has the potential to improve outcomes for all students.

4 Recommendation

ERO recommends:

that the host school board of trustees review the governance and operations of the centre according to the requirements of the Ministry Of Education’s Activity Centre Policy Toolkit.

5 Future Action

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

Dale Bailey
National Manager Review Services
Northern Region

14 January 2013

About the Activity Centre

Location	Rotorua
Ministry of Education profile number	6110
Activity Centre roll	18
Gender composition	Boys 11 Girls 7
Ethnic composition	NZ Māori NZ European/Pākehā	17 1
Review team on site	November 2012
Date of this report	14 January 2013
Most recent ERO reports	Special Review Special Review Accountability Review	May 2009 June 2006 December 2000

[1] The toolkit was released in draft form in June 2011. At the time of this review, only a few schools and centre staff had knowledge of this document.