Thames High School

Thames High School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 24 months of the Education Review Office and Thames High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Thames High School, located in the Hauraki, provides education for students in Years 9 to 13 from across the Hauraki and Coromandel regions. Kia kōtahi a te piki ake, kia ikeike rawa ki te taumata | We grow together to achieve one’s true potential. Kia mahara o neherā; Kia aratakina āianei; Hei waihanga ā mua | Acknowledge our past; Inspire our present; Transform our future. The school acknowledges Ngāti Māru, who were instrumental in the development of the school’s vision and mission, as mana whenua.

Thames High School’s strategic priorities for improving outcomes for learners are to:

  • enact a commitment to Te Tiriti o Waitangi

  • ensure all taiohi/students will progress to their highest potential

  • ensure everyone feels valued, safe and acknowledged for who they are.

You can find a copy of the school’s strategic and annual plan on Thames High School’s website.

ERO and the school are working together to evaluate the extent to which a focus on developing more effective literacy, and culturally responsive and relational practices is supporting excellent and equitable outcomes.

The rationale for selecting this evaluation is:

  • close alignment with the findings of the 2021 ERO review and the subsequently developed school’s strategic goals

  • pursuing equitable and excellent outcomes for all learners, with a deliberate focus on Māori learners.

The school expects to see excellent and equitable outcomes resulting from:

  • culturally responsive curriculum and pedagogy supporting students positive engagement and success in learning

  • the development and implementation of effective, cross-curricular literacy practices

  • teachers and curriculum leaders identifying and responding to learner strengths, needs and progress, particularly in literacy

  • the aspirations of mana whenua continuing to be identified, pursued and reported on.

Strengths

The school can draw from the following strengths to support its goal to pursue excellent and equitable learner outcomes:

  • strategic and annual planning that sets out a clear vision for improvement

  • a coherent approach to tracking and monitoring student achievement

  • professional learning and teacher capability building activities that align with strategic priorities.

Where to next?

Moving forward, the school will prioritise:

  • continuing to strengthen teacher capability in effective literacy, and culturally responsive and relational practices

  • strengthening curriculum provision in te ao Māori, and including Aotearoa NZ Histories curriculum and Te Mātaiaho in the enacted curriculum

  • continuing to strengthen partnership with mana whenua through ‘Te Ao Māori Strategic Ohu

  • implementing a cohesive and coherent schoolwide approach to literacy that is focused on responding to individual learners’ needs.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

20 October 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Thames High School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of September 2023, the Thames High School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

  • a police vet had not been renewed every three years for a person, contractor or employee who works at the school 

[Education and Training Act 2020, Schedule 4] 

  • required process to fill a casual vacancy for an elected board member was not sufficiently undertaken. Trustees are working with NZSTA to resolve this matter.

[Education and Training Act 2020, Schedule 23]

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Thames High School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

20 October 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Thames High School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.

At the time of this review there were 12 international students attending the school.

Self review supports the school to identify and respond to areas for improvement. The school is refining a range of resources and processes in response to ongoing review including pre-departure and induction information. Established communication methods keep agents and parents informed and provide opportunities for stakeholder feedback to inform refinement. 

School has effective processes in place to provide academic and pastoral support of students. Key relationships are fostered from student’s arrival that promote connection and inclusion. Students are offered a broad range of opportunities that support them to integrate into the life of the school and experience a welcoming and friendly environment. 

Shelley Booysen
Director of Schools

20 October 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Thames High School

Findings

On the basis of the findings of this review, Thames High School has made sufficient progress in relation to the key next steps identified in ERO’s 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.

1 Background and Context

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

Thames High School is a co-educational secondary school catering for students in Years 9 to 13. It is located in the Coromandel township of Thames. The roll of 438 includes 181 Māori students.

The previous ERO report in November 2019 identified several areas of school operation that required improvement. A new principal was appointed in Term 1 2020 and a new deputy principal in Term 1 2021.

2 Review and Development

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

Priorities identified for review and development

The management and use of student achievement data, including:

  • the alignment of achievement targets at every level of the school
  • developing a coherent approach to the tracking and monitoring of target students
  • the regular reporting of progress towards achievement targets throughout year
  • developing a shared understanding of acceleration, focused on at-risk learners.

Strengthening the following aspects of internal evaluation:

  • robust evaluation of initiatives and interventions to understand the effectiveness and impact on outcomes for target students
  • a review of course design and the pathways for at-risk students to improve retention, engagement and achievement
  • a review of roles and responsibilities to ensure that systems and processes are cohesive, and there are shared expectations and accountability across all levels of the school
  • continued review and development of teacher capability and collective capacity through targeted professional development.
Progress
Management and use of student achievement data

The school has made good progress in aligning achievement targets across the school. Clear strategic intents in the charter and annual plan allow middle leaders and teachers to develop aligned unit plans. There is now a literacy goal for Year 9 and 10 students to identify and support those students at risk of not achieving. A specific leadership role has been created to develop and implement tracking and monitoring systems and processes. There is a coherent approach to the tracking and monitoring of student achievement. Data is centrally recorded, analysed and the information used to identify target groups of students.

There is now regular reporting of student achievement information to the board of trustees. Trustees have a greater understanding of the achievement for groups of students and the trends and patterns of achievement over time. Heads of department regularly report student progress to the senior leadership team. Leaders and teachers are developing a more detailed understanding of accelerated progress for at-risk learners.

Internal evaluation

The evaluation of courses, programs and interventions targeted at improving the engagement and attendance of students has improved. Specific processes have been put in place to support student attendance. Clear roles and responsibilities have been established for teachers and support staff.  Systems to monitor and analyse student attendance are more aligned.

Regular review of course design is undertaken with a focus on courses that have low levels of retention, engagement and achievement. There are improved retention rates and outcomes for Māori students.

There is a more aligned and targeted approach to professional learning and development (PLD) to further build teacher capability. A PLD plan is in place that reflects the strategic direction of the school and the emerging learning needs of students. There is increased consultation with staff, and this is helping inform school direction. Leaders and teachers have also been involved in targeted PLD, especially focusing on culturally and responsive pedagogies. Although these pedagogies are becoming evident in classroom practice, this remains an area for further development.  

The board, senior leaders and community are committed to enacting the strategic goals around equitable and and excellence for Māori learners. Some well-considered consultation has resulted in the development of a strategic Te Ao Māori direction plan.

Key next steps

In order to further improve outcomes for students the school needs to:

  • fully develop and implement the literacy goal for Year 9 and 10 students
  • continue to build culturally responsive and relational pedagogies to improve engagement and attendance
  • strengthen the deliberate, regular evaluation and milestone reporting to inform progress against strategic goals. This will include student, whānau and community perspectives on how well the goals are being progressed. including student, whānau and community voice
  • continue to build communication about direction, progress and future planning with community.

3 Sustainable performance and self review

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

Thames High School has made progress towards the identified areas for development. There are significantly improved systems and processes to track and monitor the progress and achievement of students throughout the school. Leaders have prioritised this and resourced appropriately creating a new role with oversight across the school. There are clear strategic priorities with improved internal evaluation processes in place. 

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

On the basis of the findings of this review, Thames High School has made sufficient progress in relation to the key next steps identified in ERO’s 2019 report. The school will transition into ERO’s Evaluation for Improvement approach.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

30 September 2021

About the school

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

Thames High School - 23/01/2019

School Context

Thames High School is a co-educational secondary school catering for students from Years 9 to 13. It is located in Thames, in the Coromandel district. It has a roll of 464, including 157 Māori students. At the time of this report, 13 international students attended the school.

Since the previous ERO report, the school has developed a graduate profile which is referred to as the 7 Cs – communicative, courageous, creative, curious, connected, critical, collaborative.

Thames High School’s strategic goals for 2018 to 2020 are:

  • to raise student achievement to rates that are consistently above national comparisons

  • to ensure that the achievement rates for Māori students are consistently above national comparisons

  • that the school builds strong and productive relationships with families and whānau, so that students learn and achieve to their potential

  • that Thames High School is recognised as the school of choice in the community.

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

  • achievement within the New Zealand Qualifications Framework

  • school leaver qualifications and destinations

  • progress in relation to school targets for attendance

  • progress and achievement in the accelerating literacy learning (ALL) programme

  • progress in relation to school targets for writing in years 9 and 10.

Since the previous ERO review in 2015, there has been a new appointment to the role of Tumuaki Tuarua (Deputy Principal) and a new board chair. The board of trustees has made significant improvements to the school environment and this includes the moving of the wharenui to be at the front of the school in a joint initiative with Ngāti Maru.

The school is a member of the Thames Kauaeranga Community of Learning (CoL)|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 not achieving equity and excellence for all its students. Significant disparity in the achievement between boys and girls, and Māori and Pākehā students is an ongoing challenge.

Overall roll-based achievement information for 2017 shows that most students have achieved well in the National Certificate of Education Achievement (NCEA) Levels 1 and 2 and half of the students in Level 3. Approximately a third achieved University Entrance (UE). Half of the students that attained Level 1 and a third of the students that attained Level 2 and 3 were endorsed with merit or excellence. In 2017, the school gained one scholarship award in English.

Roll-based data over time shows ongoing significant disparity between Māori students and their Pākehā peers at NCEA Levels 1 and 3. Māori students achieved at similar levels for UE in 2017. This 2017 achievement information for NCEA Level 2 also showed Māori outperforming Pākehā students. However, achievement data for students leaving school with NCEA Level 2 or above in 2017 indicates a disproportionate amount of Māori students are leaving school without a formal qualification.

Roll-based data over time shows a fluctuating picture of disparity between the achievement of boys and girls. Achievement data for 2017 showed significant disparity with girls outperforming boys at all levels of NCEA and in University Entrance.

For Years 9 and 10 the school uses nationally referenced tools to assess achievement in literacy, mathematics and science. Lifting the achievement in writing at Years 9 and 10 is a COL goal and information on this is regularly reported to the board. Data that tracks the 2017 Year 9 cohort’s progress and achievement into 2018, shows that Pākehā girls make the most significant improvement in writing.

A strategic approach to attendance has shown a significant improvement in 2018 and the school is on track to achieving the 90% achievement goal.

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

The school is able to show some acceleration for Māori and other students who need this.

Cohort tracking over a four year period shows that for Māori and other students who began school at Year 9 below expected curriculum levels, and stayed to Year 12 and 13, most made accelerated progress to achieve NCEA Level 2 or above.

The school has literacy and numeracy support programmes for students achieving below curriculum levels in Years 9 and 10. Systems have been developed in some curriculum areas to show accelerated progress for students who require this. Leaders are still developing systems to monitor the extent, pace and sufficiency of progress, and determine how many make accelerated progress in other curriculum areas. Some teachers can show acceleration for individual students but this is not inclusive of all students who require it. The school is not yet consistently collating, analysing and reporting acceleration information for Māori and other students who are underachieving.

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?

The school provides effective technical and vocational education training programmes for students in partnership with tertiary and trade providers. Senior students have access to a large range of vocational courses. The comprehensive careers programme in Years 11 to 13 provides a personalised pathway for students based on their needs, interests and strengths. The school can show that most of the students in these programmes are successful in gaining qualifications. Students can access coherent, meaningful pathways to further education, training and employment.

Leaders and teachers work collaboratively with the wider school community to provide an environment conducive to learning. Initiatives to develop the presence of te reo and tikanga Māori in the school include a memorandum of understanding with Ngāti Maru, the introduction of compulsory te reo Māori in Years 9 and 10, and a revitalisation of the school’s kapa haka which is building a sense of pride, belonging and whanaungatanga. A cohesive approach to establishing community links prioritises student wellbeing, and a range of programmes and services are provided to support the physical and emotional health of students.

Useful links with contributing schools support students’ transitions into Thames High School. Students with additional needs are well integrated into classroom programmes. These students are effectively supported to access the curriculum alongside their peers by the SENCO (Special Education and Needs Coordinator), teachers and teacher aides.

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

Effective management and use of achievement information for targeted planning is now a priority for the school. This includes:

  • alignment of achievement targets at every level of the school

  • developing a coherent approach to tracking and monitoring of target students

  • regular reporting of progress towards achievement targets throughout year

  • developing a shared understanding of acceleration focused on at-risk learners.

Internal evaluation needs strengthening. This includes:

  • robust evaluation of initiatives and interventions to understand the effectiveness and impact on outcomes for target students

  • a review of course design and the pathways for at-risk students to improve retention, engagement and achievement

  • a review of roles and responsibilities to ensure that systems and processes are cohesive, and there are shared expectations and accountability across all levels of the school

  • continued review and development of teacher capability and collective capacity through targeted professional development.

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 school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 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 13 international students attending the school.

The diverse cultures in the school are acknowledged and celebrated.ERO confirmed that the school‘s self-review processes for international students are thorough and well considered. Thames High School provides international students with high-quality pastoral care. Students integrate well into the school’s education programme and are involved in all aspects of school and community life.

4 Going forward

Key strengths of the school

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

  • productive partnerships with tertiary and trade providers that enable successful transition into vocational training and employment

  • programmes and initiatives that are responsive to students’ cultures, wellbeing and pastoral needs.

Next steps

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

  • the management and effective use of achievement data

  • targeted planning to accelerate learning
    [ERO will monitor and discuss progress with the school.]

  • internal evaluation processes and practices
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

Recommendations to other agencies

ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in the capability of leaders and teachers in:

  • the management and effective use of achievement information

  • internal evaluation.

ERO’s next external evaluation process and timing

ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.

Phil Cowie

Director Review and Improvement Services

Te Tai Miringa – Waikato/Bay of Plenty Region

23 January 2019

About the school

Location

Thames

Ministry of Education profile number

111

School type

Secondary (Years 9 to 13)

School roll

464

Gender composition

Girls 54% Boys 46%

Ethnic composition

Māori 34%
Pākehā 59%
Asian 4%
Other 3%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2018

Date of this report

23 January 2019

Most recent ERO report(s)

Education Review October 2015
Education Review August 2012
Education Review September 2010