Findings
Many students achieve success in academic, sporting and cultural activities. Students receive a well-rounded education that is enriched by the wide range of learning pathways that enable them to make meaningful and responsible choices about their future. A well-organised, purposeful, inclusive atmosphere for learning is provided.
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?
Trident High School is a co-educational secondary school located in Whakatane, catering for students in Years 9 to 13. The school’s roll of 1208 students includes 639 who identify as Māori and most of these students whakapapa to Ngāti Awa and Tuhoe.
Since the previous 2011 ERO review, a new principal has been appointed and there have been some changes to the senior leadership and teaching teams. The roll has increased slightly and the proportion of Māori students enrolled has increased significantly. The school continues to benefit from stable governance provided by long-serving trustees. To support sustainability and reflect the community that it serves, the board has co-opted additional trustees.
Teachers have actively participated in a wide range of professional development including a school focus on further promoting student engagement and wellbeing through the Ministry of Education initiative Positive Behaviour for Learning - PB4L.
The school has reviewed its values to support the well-embedded motto – ‘Kia Manawa Nui’. ERO observed settled classes, engaged students and a culture conducive for learning.
Trident High School has a positive reporting history with ERO and has implemented new courses to address the area for development identified in the previous ERO report about improving the engagement of Māori students.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school is implementing some effective strategies to more effectively use achievement information to make positive changes to learners’ engagement progress and achievement.
The board receives regular reports from the principal and annual reports from heads of departments that summarise student achievement and provide recommendations for resourcing. The principal has identified the need to strengthen the consistency of the analysis of achievement information in departmental reports. This should enable trustees to better identify achievement trends and patterns to support strategic decision making.
School leaders make effective use of a wide range of achievement information to review the school’s curriculum. This includes the design and implementation of responsive programmes that engage students through real-life learning contexts. School leaders have recently developed and implemented a useful system to enable them to better track and monitor student progress towards National Certificate Education Achievement (NCEA) qualification.
There are examples of teachers who make good use of achievement information to inform programme planning to respond to individual students’ needs and strengths. Teachers are increasingly gathering student feedback to reflect on their course content and delivery and use this valuable information to make changes to improve their professional practice.
The school’s data from 2014 to 2015 indicates that a significant majority of students came in at Year 9 achieving below expected levels in reading, writing and mathematics. The information shows that though many students made progress, there were some students who were achieving below expected levels by the end of Year 10. Several initiatives are being implemented in 2016 to accelerate this progress.
Students have increasing access to their own achievement information particularly in Years 11 to 13. They work closely with teachers and deans to set and monitor achievement goals that support them as self-managing learners. Parents can access their child’s achievement and progress information using the parent portal, and through formal and informal contact with teachers.
The school is proud of the high proportion of students who are awarded scholarships and NCEA merit and excellence endorsements. There are also many opportunities for students to experience success in a variety of sporting and cultural pursuits in local, national and international events and competitions.
The school leavers’ achievement information for 2012 to 2014 shows significant disparities between Māori and Pākehā students at the school. The 2014 NCEA data shows that approximately 88% of Pākehā school leavers achieved at least NCEA Level 2 or equivalent compared to 66% for Māori. Similar achievement disparities occurred at Levels 1 and 3.
The school recognises the disparity between its Māori and Pākehā achievement data and is developing a number of strategies to close this gap. The school is strongly encouraged to ensure that these current strategies are extended by developing a strategic approach including:
- refining charter targets to more specifically focus on students at risk of underachieving and regular reporting on the progress of these students to trustees
- strengthening existing processes that support teachers to reflect on the effectiveness of their professional practice in relation to raising the achievement of targeted students
- enriching the learning partnerships with the whānau of targeted students
- comprehensive self-review seeking the perspectives Māori students, whānau and iwi to underpin the strategic direction
- further promoting of Māori language, identity and culture by incorporating the principles of the Ministry of Education documents Ka Hikitia – Accelerating Success and Tātaiako – Cultural Competencies for Teachers of Māori Learners.
The principal is working with the Ministry of Education to access appropriate professional development to further enhance the bicultural dimensions at the school which is likely to help raise the achievement of Māori students.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Trident High School’s curriculum provides many opportunities for students to experience success. The school uses innovative and flexible approaches to curriculum design. These include special programmes for gifted and talented students, a well-developed military service’s academy, a highly effective practical land skills course in forestry and farming activities, and a specific initiative to promote student leadership with a Māori contextual dimension. There are additional opportunities for students to develop leadership and citizenship skills in a wide variety of forums. Several initiatives focus on building mutually respectful tuakana-teina relationships among students that contribute to their sense of wellbeing and belonging.
Many students benefit from working partnerships with local businesses and tertiary providers that support real-life learning experiences. These opportunities are further supported by teachers working collaboratively across subject areas to provide greater depth and understanding in students’ learning. These approaches enable students to make significant contributions to the school and its community.
Students with high learning and/or health needs enjoy a safe, well-resourced, purpose-built specialist unit. The team of teachers and support staff that work in this unit are very skilled and provide high-quality care and learning for these students and their whānau. A feature of the programme is the many opportunities for these students to learn alongside and experience success with their peers in the wider school community.
Student engagement and wellbeing are effectively supported by comprehensive pastoral care processes. Committed deans carefully monitor students’ attendance, emotional safety and academic progress, and develop useful partnerships with parents and whānau. They are well supported by a range of health professionals and work closely with outside services. A feature of this process is the regular sharing of key information about students’ welfare and progress with all staff.
Teachers, under the guidance and support of enthusiastic heads of faculty, work collaboratively in the best interests of students. They establish positive, respectful relationships with students and share their enthusiasm for their subject with their classes. ERO observed examples of teachers and students making effective use of digital devices to motivate and promote individual student learning pathways. Teachers are highly committed to supporting the school’s extensive sporting, performing arts and cultural programmes.
School leaders need to continue to review the teacher appraisal process in order to meet the legislative requirements of the Education Council and more clearly show how teachers are systematically improving their professional practice.
There is a strategic intent to build productive partnerships with parents and whānau. Parents appreciate the extensive communication systems to keep them well-informed about their child’s learning and school events. Students benefit from high levels of parent and whānau involvement and active support in school events. The school continues to develop educationally powerful connections with the local intermediate and primary schools and support smooth transitions for students as they enter the school at Year 9.
How effectively does the school promote educational success for Māori, as Māori?
Māori students’ language, culture and identity is fostered at the school by:
- participation in a Year 9 course that focuses on key aspects of Māori culture
- examples where teachers use contexts that reflect a Māori world view
- opportunities to participate in kapa haka.
The Year 9 pōwhiri for all students to be welcomed into the school invites maximum whānau engagement by being held in the evening. This places importance on core values such as whanaungatanga and manaakitanga.
The school has established a beneficial working relationship with Tuhoe to support student health and wellbeing. The foundations of a productive relationship with Ngāti Awa and other key groups are being developed with a focus on raising student achievement in literacy. Students have cultural learning opportunities through the effective links established with Te Whare Wānanga o Awanuiārangi.
There are opportunities for students to learn te reo Māori at Year 9 as part of the half-year options programme. Students can take full-year courses in Years 10 to 13. As part of ongoing curriculum review, school leaders should consider how they provide a more coherent learning pathway in te reo Māori that support successful language acquisition.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Trident High School is well placed to sustain and improve its performance because:
- trustees bring a wide range of skills to their respective roles and have strong links in the wider community
- board members work closely with school leaders to provide effective governance
- the principal knows the school community well and sets clear expectations for teaching and learning
- school leaders have established high levels of trust with teachers and have a focus on continual school improvement in the best interests of students
- there are many examples of effective internal evaluation particularly in relation to curriculum design
- teachers are supported to further their knowledge and understanding through regular professional learning and development opportunities, including regular reflection and dialogue with their colleagues
- there are high levels of community support for the school.
Provision for international students
The school has appropriate academic and care processes to support international students. These processes are regularly reviewed by the principal.
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
Many students achieve success in academic, sporting and cultural activities. Students receive a well-rounded education that is enriched by the wide range of learning pathways that enable them to make meaningful and responsible choices about their future. A well-organised, purposeful, inclusive atmosphere for learning is provided.
ERO is likely to carry out the next review in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
24 May 2016
About the School
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Location
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Whakatane
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Ministry of Education profile number
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143
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School type
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Secondary (Years 9 to 13)
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School roll
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1208
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Number of international students
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1
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Gender composition
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Boys 55% Girls 45%
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Ethnic composition
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Māori
Pākehā
Other
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53%
44%
3%
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Review team on site
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March 2016
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Date of this report
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24 May 2016
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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June 2011
May 2008
January 2005
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