Ruapehu College

Findings

Ruapehu College has made significant changes to improve its curriculum and teaching. High expectations for attendance and achievement have increased student engagement. Links with iwi and culturally responsive practices are supporting Māori students to be engaged achievers. The school has strengthened its capacity to sustain ongoing improvement to enable students to achieve successful outcomes.

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

1 Background and Context

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

Ruapehu College is a rural secondary school catering for students from Years 9 to 13. At the time of this review there are 155 students on the roll, including 69% who identify as Māori and 4% as Pacific.

The February 2015 ERO report identified areas that required further review and development. These included aspects of the curriculum, teaching and learning, the use of student achievement information, Māori student achievement and internal evaluation.

Following the 2015 ERO report, the board and principal developed an action plan. This has guided progress and review over the past year. A Ministry of Education (the Ministry) Senior Advisor also worked with the school during this time.

During 2015-16 a new deputy principal and several other teachers were appointed. Local iwi, Ngāti Rangi, have established an education facility on the school site. Leaders have meaningful relationships with iwi through regular conversations and events. Building learning partnerships with whānau is an ongoing focus of these occasions.

The school is participating in Te Kākahu, a joint Ministry and iwi initiative. This professional development programme is focused on improving culturally responsive teaching practices to enable Māori learners to enjoy educational success as Māori.

This report is an evaluation of progress made since 2015 and how well the school is placed to sustain and continue its improvements.

2 Review and Development

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

Priorities identified for review and development

The principal and trustees, in collaboration with ERO, agreed that priority be given to:

• teaching and learning
• curriculum
• quality and use of student achievement information
• partnerships with whānau, for Māori student success as Māori
• appraisal
• internal evaluation.

Progress

The school has made good progress in improving the areas for further development identified in the 2015 ERO report. This is evident in school documentation, processes, systems and teaching practices designed to improve students’ outcomes.

Leaders and teachers effectively use student assessment information to identify students at risk of underachieving. Conversations about these students are helping to build teachers’ collective knowledge of their strengths and needs. Teachers share practices that are successful in engaging these students in learning.

Some teachers are specifically targeting students’ needs and evaluating the effectiveness of strategies to progress achievement. A next step is for all teachers to strengthen their inquiry into teaching strategies most likely to accelerate the progress and achievement of students at risk of not achieving.

Improved Year 9 and 10 standards-based assessments provide clear information about achievement in relation to the New Zealand Curriculum (NZC) levels. Literacy data is used by departments to identify literacy knowledge and skills that are relevant in their particular learning area. Greater emphasis on Years 9 and 10 achievement should ensure students have good access to the NZC and National Certificate of Education Achievement (NCEA) Level 1. Data is reported to the board. Year 8 student achievement data is used effectively to build a picture of students’ strengths and needs when they transition into the college.

Levels of achievement in NCEA literacy and numeracy have continued to improve since the previous ERO report. These are now comparable to students nationally and schools of similar type. NCEA Level 2, 3 and University Entrance results for 2015 are higher than schools of similar type. Merit endorsements at Level 2 have improved, but leaders and trustees recognise that increasing NCEA endorsements and achievement across all NCEA Levels is still an area that requires improvement.

Māori students’ levels of achievement in NCEA literacy and numeracy and Levels 1 to 3 have improved in the past two years. Achievement targets in the charter give priority to accelerating these students’ achievement. A diverse range of strategies are in place that should result in improved outcomes.

Conversations with iwi and whānau continue to explore and influence programmes and strategies to improve educational success for Māori students. Students’ attendance has continued to improve. The school cultural group provides a vehicle for strengthening the presence and inclusion of tikanga Māori in school practices. Students have opportunities for leadership and participation in kapa haka.

There is a planned and considered approach to investigating how responsive the curriculum is to students’ needs. The school’s curriculum includes the principles and key competencies of the NZC. Leaders are working with iwi to develop ways to meaningfully link to their education plans, languages, histories and contexts in the Ruapehu College curriculum.

A greater emphasis on literacy and numeracy teaching has been an outcome of curriculum review. An evaluation of student achievement at Years 12 and 13, by two departments, has resulted in the combining of some courses. The aim is to improve students’ NCEA Level 2 and 3 achievement in these learning areas. A review and changes to multi-level teaching at Years 11 to 13 has improved teachers’ capability to better respond to students’ individual needs.

Students are given useful and timely information about subjects to support their choice of learning pathways. Industry-based courses are providing a significant number of senior students with experiences that are responsive to their aspirations, needs and possible career pathways.

Progress with the inclusion of students’ experiences and preferred ways of learning are increasing their engagement, particularly in junior classes. The school curriculum has continued to be extended through involvement in the Volcanic Cluster of schools that provides collaborative distance learning using video link-up.

Te Kākahu continues to develop and strengthen teaching strategies and culturally responsive practices to support Māori students' engagement and achievement. Teachers have attended Te Puna Mātauranga subject hui to build their knowledge and understanding of strategies that should enable success for Māori students, as ngā iwi, through the college curriculum.

Learner and teacher profiles based on expectations for effective teaching and learning have been developed. Te Kākahu is providing teachers and students with avenues to evaluate the effectiveness of teaching and learning. This is having an impact on raising student engagement and partnership in their learning. Teachers are using student assessment data more effectively across curriculum areas to plan differentiated programmes responsive to students’ interests and needs.

The Combined Adolescent Challenge Training Unit Support (CACTUS) programme has a positive impact on students. It includes physical, leadership, confidence and resilience building activities. Whānau and families' participation is central to the course. Inspirational speakers from the community share their experiences with students. Students highly value the opportunities provided. This is reflected in increased attendance, engagement and belief in themselves as learners and achievers.

Annual department reports now include more NCEA student achievement information and course evaluation. Some learning areas also include these aspects for Years 9 and 10. However, an area for improvement is to ensure there is consistency in this reporting in all learning area reports. Strengthening consistency in the evaluation of the quality of courses and identification of how teachers will improve student achievement are areas for further development.

The school reports on the progress and achievement of its six Pacific students. Data shows that these students are achieving very well. A Pacific fono enables families of Pacific students to be involved in their children’s progress and have input into school decision-making.

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 well placed to sustain and continue to improve and review its performance.

The board have a clear focus on their stewardship role. They receive regular and informative reports on student achievement and school operation. Including reports on the impact of specific interventions for students with diverse needs is a next step. Trustees’ participation in training has improved their capacity to understand data. They are actively involved and well informed about changes and improvements at the school.

A shared understanding of schoolwide evaluation is continuing to emerge. A stronger focus on evaluating the impact of the curriculum and teaching and learning strategies on student outcomes should assist with identifying what to do next.

The principal and senior leaders effectively collaborate as a team to make positive changes and improvement for students. They are inclusive of staff, whānau and families in decisions about the school’s direction. The principal encourages and supports leaders to grow their capability.

Professional learning and development is appropriately aligned with school priorities. The appraisal process is aligned with the Practising Teacher Criteria and Tātaiako: Cultural Competencies for Teachers of Māori Learners. Teachers set a literacy goal. Observations and feedback is provided through Te Kākahu. Including summary comments and feedback from appraisers should further improve the effectiveness of the appraisal process to develop teaching practice.

4 Future priorities for review and development

ERO, trustees and leaders agree that the following areas require further strengthening:

• the school’s capacity to continue to improve Māori student achievement
• evaluating the effectiveness of current strategies and interventions to improve outcomes for all students
• teachers’ capacity to inquire into the effectiveness of their own teaching.

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

Ruapehu College has made significant changes to improve its curriculum and teaching. High expectations for attendance and achievement have increased student engagement. Links with iwi and culturally responsive practices are supporting Māori students to be engaged achievers. The school has strengthened its capacity to sustain ongoing improvement to enable students to achieve successful outcomes.

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

Joyce Gebbie

Deputy Chief Review Officer Central

22 June 2016

About the School

Location	Ohakune
Ministry of Education profile number	183
School type	Secondary (Years 9 to 13)
School roll	155
Gender composition	Male 56 %, Female 44%
Ethnic composition	Māori Pākehā Pacific Other ethnic groups	69% 24% 4% 3%
Review team on site	May 2016
Date of this report	22 June 2016
Most recent ERO report(s)	Education Review Education Review Education Review	February 2015 March 2013 December 2009

 

Findings

Ruapehu College has made significant changes to its curriculum and leadership since the previous ERO report. Increased levels of student achievement, engagement and attendance are now evident. However, Māori student engagement and achievement continues to be a concern. The school needs to further strengthen its capacity to sustain ongoing improvement to ensure successful outcomes for all students.

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?

Ruapehu College is a rural secondary school catering for students from Years 9 to 13. At the time of this review there were 147 students on the roll and 67% identify as Māori.

The newly established vision of the school as “...the heart of our community making a mountain of difference in learning and for life…” is articulated throughout school documents. A range of changes and developments to the school curriculum have been put in place, aimed at promoting student achievement and engagement.

At Limited Statutory Manager was in place at the time of the March 2013 ERO report to support board operations. This position was revoked in July 2014. There have been significant personnel changes. The principal joined the school in Term 2, 2013. One assistant principal began at the start of 2014 and another has been appointed to begin in 2015. Changes to teaching staff continue to be ongoing. Leadership structures are being reviewed for 2015.

An alternative education classroom unit has been introduced in the neighbouring town of Raetihi to support students to re-engage in mainstream education. A rationalisation of classroom spaces has been undertaken. Ngāti Rangi have plans to use some of the buildings for educational purposes.

The school curriculum is extended through ongoing involvement in the ‘Volcanic Cluster’ of schools that provides collaborative distance learning using video link up.

The school was part of the He Kākano project in 2013. This professional development programme focused on improving culturally responsive leadership and teacher practices to ensure Māori learners enjoy educational success as Māori.

2 Review and Development

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

Priorities identified for review and development

The March 2013 ERO report identified a range of concerns and multi-facetted areas for review and development in:

• learning
• curriculum and assessment
• teaching
• sustainability of practice
• leadership
• compliance.

Progress

Leaders and teachers are developing how they use achievement data to promote learning. Leaders have focused on improving the range and quality of assessment information. Teachers are now using an appropriate selection of assessment tools to provide more robust and reliable data.

Leaders have taken steps to strengthen links and increase shared information with local primary schools. Teachers are beginning to use transition data to identify students who are in need of additional support and to plan programmes. Further developing teachers’ use of information at this stage should improve transition and respond more effectively to students' needs on entry to the school.

Teachers and leaders are more aware of students' overall achievement levels. Continuing to improve the tracking and monitoring of students’ learning and progress should identify needs early and enable teachers to respond more effectively. Increasing the quality and availability of information should enable leaders to have a clearer view of what is making the biggest difference to outcomes for students.

Improving student levels of achievement in literacy and numeracy at National Certificate of Educational Achievement (NCEA) Level 1 has been an area of priority since the previous ERO report. Literacy levels have been raised and are now comparable with all students nationally. However, numeracy achievement levels are below all students nationally and require significant improvement. School wide strategic targets have yet to be achieved. Continuing to focus on improving teaching of literacy and numeracy across the curriculum is likely to support more students to be successful.

Leaders report higher student pass rates at Levels 1 and 2 of NCEA, which compare well to all students nationally. However there has not been an improvement at Level 3.

Trustees recognise that improving results for all students is an ongoing strategic priority, and increasing the number of NCEA merit and excellence endorsements is a next step. Predictive data made available to ERO suggests that the 2014 achievement levels are anticipated to be higher in most learning areas when compared to 2013.

It is now possible to determine levels of achievement in Years 9 and 10 using standardised assessment tools. Newly developed assessment frameworks have been introduced that support students' transition to NCEA. Once comparative data is available over time, school leaders will be able to clearly determine rates of progress and achievement in literacy and numeracy, particularly for learners at risk of not achieving.

Closer tracking and monitoring of attendance rates show improved attendance since the 2013 report. Appropriate procedures to address and resolve attendance issues are more evident. Further developing strategies to increase student engagement in the curriculum should support progress towards achieving the school’s desired attendance targets.

A process of academic mentoring has been introduced to enhance achievement and engagement. The impact of this programme has yet to be determined.

Trustees receive regular reports about student achievement and attendance. Information is suitably used by leaders and trustees to identify areas of strategic priority and set annual targets. High expectations for learning and achievement are articulated. Parents receive useful reports about their child’s progress and achievement.

Senior leaders are continuing to explore ways to develop a more responsive curriculum that promotes engagement, progress and achievement for all students. Ongoing review of the curriculum has led to a more balanced selection of appropriate courses available to students and a greater emphasis on literacy and numeracy. The organisation of the timetable has been reviewed and changed to promote increased engagement. The number of students entering external examinations has increased.

Principal and leaders are at an early stage of developing a learner profile and establishing the criteria for what success looks like at Ruapehu College.

Teachers attest that there is a more positive tone in classrooms. Teachers are beginning to consider the use of restorative practices. Participation in the Positive Behaviour for Learning (PB4L) initiative is already underway. Improved attendance rates and a reduction in the number of stand downs and suspensions indicate that the level of engagement of students is steadily increasing.

Ruapehu College is developing its capacity to promote educational success for Māori students. Levels of achievement and attendance for Māori students have improved. However there is still a significant gap in engagement and achievement when compared to their peers. There are opportunities to learn Te reo Māori at all levels. Students enjoy a strengthening of well established kapa haka.

School leaders have successfully established links to the local iwi, and the principal is part of the “Whānau Transformation project”. Regular meetings of the school cultural group provide a vehicle for strengthening the school's kawa and the presence of tikanga Māori.

The school has yet to separate data for Pacific students. The planned Pacific fono should enable parents of Pacific students to have access to a forum that will provide further information about achievement and be able to inform the school strategic direction.

Key next steps

School leaders and teachers need to further improve the quality and use of student achievement information to promote engagement, learning and progress. This includes using it to:

• inform teaching that better responds to students' individual needs
• improve analysis, review and decision making at leadership level
• better monitor and support effective use of data across the school
• improve the quality of information shared with trustees.

Further review and strengthening of the curriculum should include:

• an improved response to students' cultural, academic and individual learning needs
• suitable pathways for students, in line with the developed desired learner profile
• courses that are of sufficient quality and depth to support future success
• promotion of literacy and numeracy progress for all students, particularly priority learners.

ERO identifies, and leaders agree that in order to further strengthen teaching and learning, there is a need to:

• develop a shared understanding of what effective teaching looks like
• improve teachers’ capability to respond to individual needs and multi-level classrooms
• develop a shared understanding and implement teaching as inquiry.

To continue to improve Māori students' success as Māori, leaders and trustees should:

• further develop relationships with whānau, community and iwi to promote partnerships that support students’ learning.
• include iwi education plans as part of curriculum review and school operations
• consult with the school's Māori community to develop and make known to the school's community policies, plans and targets for improving the achievement of Māori students.

3 Sustainable performance and self review

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

The school continues to develop its capacity to sustain and review its performance.

The principal and trustees are setting a clear direction for school improvement. Self review is occurring at senior leader level across aspects of school operation and is leading to developments. Successfully managing change continues to be a challenge and a priority.

Trustees have restructured and strengthened board operations and procedures with the help of external support. They are developing a greater understanding of their roles and responsibilities. Training is promoted and accessed where possible. There is a regular cycle of policy review.

Opportunities for school wide professional learning and development have increased and these are better aligned to strategic priorities. The current appraisal process has an appropriate framework and includes expectations for goal setting and classroom observations.

Key next steps

Leaders, heads of department and teachers need to strengthen self-review processes by:

• establishing a shared understanding of robust, evidence-based review
• clearly evaluating the impact of decisions, strategies interventions on improving successful outcomes for all students
• developing teachers’ capability to inquire into the effectiveness of their own practice.

In order for appraisal to have an impact on improving teaching and learning the process needs to:

• be rigorously and consistently implemented for all staff
• include goals linked directly to outcomes for students
• identify individual professional development needs
• integrate Tātaiako: Cultural Competencies for Teachers of Māori learners.

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.

ERO identified an area of non-compliance. The school does not have a procedure to ensure that all non-teaching staff are vetted every three years, and contractors or other adults with unsupervised access to students are police vetted. Not all non-teaching staff, contractors or other adults with unsupervised access to students have been appropriately police vetted.

• The school must ensure that it has and fully implements a policy and procedure for police vetting of non-teaching staff, contractors or other adults with unsupervised access to students and that all persons requiring a police vet are re-vetted at least every three years. [Education Amendment Act 2010; Education Circular 2010/09]

Conclusion

Ruapehu College has made significant changes to its curriculum and leadership since the previous ERO report. Increased levels of student achievement, engagement and attendance are now evident. However, Māori student engagement and achievement continues to be a concern. The school needs to further strengthen its capacity to sustain ongoing improvement to ensure successful outcomes for all students.

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

Joyce Gebbie

National Manager Review Services Central Region

5 February 2015

School Statistics

Location	Ohakune
Ministry of Education profile number	183
School type	Secondary (Years 9 to 13)
School roll	147
Gender composition	Male 58%, Female 42%
Ethnic composition	Māori NZ European/Pākehā Pacific Other ethnic groups	66% 26% 5% 3%
Review team on site	November 2014
Date of this report	5 February 2015
Most recent ERO report(s)	Education Review Education Review Education Review	March 2013 December 2009 June 2006