Rotorua Girls' High School

Summary

Rotorua Girls’ High school is a single-sex secondary school catering for students in Years 9 to 13. At the time of this review there were 548 girls enrolled, including 78% who identified as Māori, 8% as Pākehā and 6% as Pacific.

The school’s vision is ‘Crafting Future Leaders’. The vision is underpinned by a graduate profile that outlines the valued outcomes, ‘Ngā Pou Mana’ which recognise and honour ‘Mana Wahine’ and ‘Mana Wairua’. The local curriculum is based on the Te Arawa ancestress, Te Aokapurangi and was developed through extensive consultation to promote and celebrate Te Arawatanga and whānau and iwi aspirations.

The school offers a broad range of academic and vocational programmes and initiatives including sporting opportunities to support the aims and aspirations of students. Examples include the Future Focused Learning (FFL) initiative, the Teen Parent Unit (TPU) and funding from Ngāti Whakaue to resource initiatives designed to accelerate learning for identified students.

The school has a positive reporting history with ERO.

How well is the school achieving equitable outcomes for all learners?

The school is highly effective in its response to those learners whose progress and achievement need acceleration.

School conditions that are enabling the achievement of equity and excellence include a well-designed and responsive curriculum, highly effective leadership, effective teaching and learning support, meaningful partnerships with parents and whānau and strong governance.

At the time of this review, the school was well placed to provide the conditions for students to achieve equity and excellence.

School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparities in achievement. Learners are achieving excellent educational outcomes.

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

Equity and excellence

How effectively does this school respond to Māori and other students whose learning and achievement need acceleration?

The school is highly effective in its response to those learners whose progress and achievement need acceleration.

Learners are effectively supported to make accelerated progress in literacy and numeracy in Years 9 and 10. School data shows that the significant majority of learners make sustained accelerated progress and are well prepared to meet the requirements of National Certificate of Educational Achievement (NCEA) by Year 11. The school has effective systems for assessment and moderation. Teachers make reliable judgements about learners’ achievement in relation to the curriculum levels in Years 9 and 10 and NCEA.

Roll-based data shows that the disparity between Māori, Pacific and Pākehā learners has been steadily decreasing. By the end of 2016 there was comparable achievement between these groups. Data from the past three years shows that the proportion of learners achieving NCEA has steadily increased over time.

2016 NCEA roll-based data shows that overall, achievement was well above national averages. In Year 11, 84% of students achieved NCEA Level 1 and almost all Year 12 students (96%) achieved Level 2. In Year 13, 92% of students achieved Level 3 and approximately half the cohort gained University Entrance (UE).

The school maintains detailed destination data for those learners who left school without NCEA Level 2 and is able to show that the interventions and initiatives enabled a significant majority of this group to access further training and employment. The 2016 leavers’ data shows that the proportion of Māori and Pākehā learners leaving school with NCEA level 2 is now comparable.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The following school conditions are highly effective in enabling the achievement of equity and excellence.

The culturally responsive curriculum positively influences educational outcomes for all learners. It is highly relational, meaningful and reflects Ngā Pou Mana. It is future focused, prioritises learner wellbeing and achievement and opportunities for them to achieve success. A well-designed curriculum supports teachers and learners to develop cultural knowledge and understandings, and a strong sense of self, as confident and connected global citizens. Learners show they value their language, culture and identity.

Highly responsive teaching influences positive learner outcomes. Teachers make effective use of teaching and learning information to guide their practice to promote positive outcomes for learners. They are reflective and collaborative practitioners focused on continually improving outcomes for at-risk learners. Flexible and personalised learning programmes and assessment opportunities respond to learner interests, needs and strengths. Learners are engaged and motivated to succeed.

Reciprocal learning partnerships with whānaufoster informed learning pathways for learners. A range of well-planned approaches engage parents and whānau as partners in their children’s learning, progress and achievement. They are empowered to make meaningful and well-informed decisions about their daughters’ learning journey. Learners and their whānau are actively involved in goal setting, reflecting on progress and developing individual, coherent, meaningful learning pathways for the future.

Well-developed systems and approaches foster learner engagement, support and increasing levels of achievement. Girls who require additional learning support are effectively catered for. The Special Educational Needs Co-ordinator (SENCO) plays a critical role in supporting and monitoring their learning and provides comprehensive reports to parents, whānau and trustees about the progress they make. Ngāti Whakaue provides significant resourcing for literacy intervention programmes for all learners whose learning is at risk. Learners are actively supported to make accelerated progress.

Leaders are highly effective in pursuing equity and excellence for all learners and Mana Mokopuna – ‘placing the learner at the heart’ is the key driver for change and improvement. They have established high expectations for teachers and students which set a positive culture for learning. Learners are positively influenced by the leadership role models they have. Internal evaluation is purposeful and closely aligned with the culturally responsive framework. Effective leadership contributes to a strong sense of purpose that ensures all learners have opportunities to achieve success.

Effective governance and focused stewardship prioritises ongoing improvement and positive outcomes for learners. Trustees have a clear strategic focus on raising student achievement. They have well-established, robust processes for ongoing internal evaluation. Charter targets are specific, aspirational and focused on those learners whose progress and achievement requires acceleration. The board receives regular reports on the progress and achievement of target students and this contributes to the unrelenting focus on achieving positive outcomes for at risk learners.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

To sustain and further support equity and excellence, ERO and the school have identified the value in supporting successful transitions for all learners through the Community of Learning/Kāhui Ako.

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

• 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 school is a signatory to theEducation (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 was one international student attending the school.

The school is providing pastoral care, quality education, and actively involving the student in the school community and has effective monitoring systems to ensure student wellbeing.

Going forward

How well placed is the school to accelerate the achievement of all learners who need it?

Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

30 October 2017

About the school

Findings

Students benefit from the extensive pastoral care and academic support systems. They have access to a broad range of academic, sporting, cultural and social opportunities. School culture is vibrant, inclusive, and reflects Te Ao Māori. The recently appointed, but experienced, principal is strengthening the focus on quality teaching and learning.

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?

Rotorua Girls High School is a state secondary school catering for girls in Years 9 to 13 from Rotorua city and its surrounding areas. The current roll is 622, of which 74% identify as Māori, and most affiliate to Ngā Pūmanawa e Waru. There is a significant decrease in the roll since the 2009 ERO review. The school undertook a Curriculum and Pastoral Needs Analysis (CAPNA) process at the end of 2011 and again in 2013, to manage the required reduction in staffing.

A new principal took up her position at the start of 2014. The previous long serving principal retired at the end of 2013. The roles and responsibilities of the three deputy principals in the senior leadership team have been restructured.

A new board chair was appointed after the 2013 trustee elections. The board has taken effective steps to improve the financial position of the school, and made considerable investment in information and communication technology (ICT) infrastructure and resources. The school Charter emphasises the values of aroha, manaaki, whakawhanaungatanga and pono which underpin the positive, vibrant school culture. Recent professional development has led to the promotion of the “Four A’s” of Always be here, safe, respectful and prepared. This has complemented the behaviour management plan, which is now showing improvement in attendance and behaviour statistics.

School leadership responded to recommendations in the 2009 ERO report to strengthen the leadership of learning by clarifying the roles within the senior leadership team, heads of faculty and deans. In addition, Ngāti Whakaue iwi funded school initiatives continue in the area of literacy.

2 Learning

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

The school is making good use of achievement information to make positive changes to learners’ engagement, progress and achievement. In particular, achievement information is effectively used to identify, support and monitor the progress of priority learners.

Students are tested prior to entry using a standardised assessment tool. This information indicates that a significant proportion of students enter Year 9 below nationally expected levels in reading, writing and mathematics. In addition the school gathers information on student learning styles which is shared with teachers and used to inform aspects of planning and practice. The school uses data to place students in class and to identify those who are in need of additional pastoral and academic support. These students benefit from a range of literacy interventions generously supported by local iwi funding. These programmes are planned to respond to identified needs and carefully evaluated.

The school has strengthened its focus on promoting the achievement and progress of students in Years 9 and 10. It has implemented a Foundation Certificate of Education Achievement (FCEA) for Year 9 students and a Junior Certificate of Educational Achievement (JCEA) for Year 10 students. These certificates allocate points within each curriculum area and for extra curricula contributions. The curriculum area assessments are aligned with curriculum levels of The New Zealand Curriculum (TNZC). Annual student progress targets are expressed in terms of the numbers of students achieving these certificates. Student progress is carefully monitored by staff and shared with parents and whānau. School data indicates that a high proportion of students make expected progress or better through Years 9 and 10.

In Years 11 to 13 student progress towards achieving the National Certificate of Educational Achievement (NCEA) is comprehensively tracked by subject teachers and pastoral care staff. This information is shared with students, parents and whānau and used for academic goal-setting. Heads of Faculty provide detailed annual reports to school management on student progress, particularly at Years 11 to 13.

The board receives regular reports on student achievement levels and progress and uses this information to inform resourcing decisions and for reporting to the community. NCEA data for 2013 shows an increasing proportion of students, including Māori are gaining Levels 1 and 2, while the overall achievement rate remains slightly below similar schools. The same data indicates high proportions of students including Māori gaining the required NCEA Level 1 literacy and numeracy credits.

Pastoral care staff continue to carefully monitor student attendance and retention rates and report them to the board and community. This data shows that attendance rates are improving and have reached 90% overall for Term 1, 2014. While the proportion of students retained to senior levels is increasing over time the retention of Māori students remains less than non-Māori. NCEA data on the qualifications of school leavers shows that an increasing proportion (74% in 2013) achieved Level 2 and 60% gained University Entrance.

3 Curriculum

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

The Rotorua Girls High curriculum provides a broad range of academic and applied knowledge courses, and extra curricula opportunities for students. This curriculum effectively promotes and supports student learning and their future pathways to higher study, training or work. There are high levels of student participation and success in sporting, cultural, leadership and social experiences which are regularly acknowledged and celebrated by the school. Students are supported to develop a strong sense of belonging through many shared school and house events and celebrations. A feature is the wrap around pastoral care provided by staff and supported through the school Wellness Centre. Effective use is made of external agencies to further support students and their whānau.

Teachers successfully establish affirming and respectful relationships in their classrooms, which are settled and productive learning environments. ERO observed high levels of student engagement. Examples of good practice included:

• sharing the purpose of learning particularly through learning intentions
• revisiting prior learning often through 'Do Now' exercises
• using authentic and relevant contexts for learning
• student self management of projects supported through reference to the Key Competencies of the TNZC
• increasing use of ICT to enhance teaching and learning.

Professional learning for teachers is currently focussed on promoting increased reflection on practice. Regular weekly meetings for teachers encourage the sharing of effective teaching and learning strategies, and the use of student achievement information to inform planning and curriculum delivery. In addition, the recently developed performance management system is supporting these priorities in the development of professional practice.

School and curriculum leaders recognise and ERO agrees that there is further development to be undertaken to ensure the consistent implementation of agreed good practice. This includes literacy across the curriculum, strengthening the diagnostic use of data, and formative assessment practices, which are likely to increase student ownership of their learning.

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

The school effectively promotes educational success for Māori as Māori. Students’ language, culture and identity as Te Arawa are affirmed by the school.

Māori students experience and benefit from:

• many examples of strong leadership by Māori across all levels of the school, including the principal, and a high proportion of senior and curriculum leaders and students
• the considerable number of staff who are Māori and have long standing links with the school and its community
• significant opportunities for participation and success in Māori performing arts
• regular involvement in local hapū and iwi events
• the ongoing support and involvement of local kaumātua and kuia
• protocols that strongly reflect the reo and tikanga of Te Arawa
• regular consultation with and support from the Whānau Support Group
• the support given by the school to strategic education initiatives of Te Arawa.

School leaders and ERO agree that the next step for the school is to review the consistency and sustainability of daily practices, which promote te reo and tikanga Māori across the school.

Success for Pacific as Pacific

Initiatives to affirm the identities, cultures and languages of Pacific students are coordinated by a key staff member with the support of her family and the Pacific community. She has been pivotal in seeing the growth and success of the Pacific cultural group. She has coordinated mentoring and tutoring for students to support their academic learning and progress.

School leaders recognise and ERO agrees that sustaining these initiatives for the nearly 10% of the student roll who have some affiliation to Pacific cultures is important.

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. Factors supporting this are set out below.

The board has strong iwi representation and maintains an active interest in ensuring the effective support for all students and their families. The well-led board continues to seek external expertise and advice as and when necessary to support their governance roles and responsibilities. They also demonstrate strong ongoing support for the principal, staff and students.

The principal brings established regional, professional and iwi links and support to her role. She also brings previous experience as a principal, and through her leadership, is actively promoting the empowerment of staff at all levels, the development of professional practice, and the creation of positive conditions for learning.

Teachers and staff work collaboratively and a high proportion give generously of their time and energy to support pastoral care and to facilitate extra curricula activities for students.

Parents, whānau and the wider community are actively involved in supporting the academic, cultural and sporting life of the school.

There are extensive self review practices that involve senior managers, curriculum leaders, students and community members. These practices have the potential to guide school improvement and benefit education outcomes for students.

The board, school leaders and ERO agree on the following priorities for development:

Through a process of community consultation, review the school Charter with particular regard to the school’s philosophy, mission and vision. This should include consideration of the ‘Kia Tū Rangatira ai’ framework for success as Māori from a Te Arawa perspective, as a foundation for curriculum review. This is likely to strengthen the school’s shared sense of purpose and direction that responds to current student, parent, iwi and community aspirations.

Build productive partnerships with contributing schools that support greater sharing of assessment information, and allows the school to more effectively build on students’ prior learning.

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 the section 238F of the Education Act 1089. The school has attested that it complies with all aspects of the Code. At the time of this review there was one international student attending the school.

International students benefit from the extensive pastoral care and academic support systems already in place at the school. Additional language support is available and appropriate curriculum courses made available. International students benefit from the school’s vibrant and inclusive culture, and the range of sporting, cultural and social activities available.

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

Students benefit from the extensive pastoral care and academic support systems. They have access to a broad range of academic, sporting, cultural and social opportunities. School culture is vibrant, inclusive, and reflects Te Ao Māori. The recently appointed, but experienced, principal is strengthening the focus on quality teaching and learning.

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

Dale Bailey

National Manager Review Services Northern Region

23 September 2014

About the School