Waikato Diocesan School for Girls is a well-established state integrated school in Hamilton catering for day and boarding students in Years 9 to 13. At the time of this review there were 669 students enrolled, 49 of whom identify as Māori.
Students benefit from an attractive, well-resourced and maintained learning environment. A comprehensive building programme including new arts and sports education facilities is nearing completion. The school’s provisions for boarders have been extensively reviewed, and systems have been restructured and improved.
Trustees have responded positively to recommendations in the 2009 ERO report. They are supportive of the principal who is successfully managing well-planned and strategic school-wide change and improvement. A newly appointed senior leadership team is leading effective professional learning and development programmes to further enhance the quality of teaching.
Waikato Diocesan’s special Anglican character, strong family values, nurturing and supportive relationships, and effective restorative practices, are clearly evident in all aspects of school life. Bicultural perspectives are being increasingly embedded throughout the school.
The majority of students participate in, and experience, considerable success in a wide range of sporting, cultural and academic pursuits.
All students, including Māori, make significant progress during their time at the school. A range of assessment tools is used at entrance, and in Years 9 and 10, to gather achievement information about the learning needs of students. Entrance and subsequent data show that most students, including Māori, achieve at or above national expectations in English and mathematics. Progress and achievement during Years 9 and 10 are monitored within the learning areas. The information gathered is increasingly being used at classroom and department level to inform teaching and learning programmes, report to parents and the board, and guide decision-making and resourcing.
Senior students achieve at levels well above those of similar schools in the National Certificates of Educational Achievement (NCEA), Levels 1, 2 and 3. School leaders have set targets to further raise the endorsed with excellence grades and the number of scholarships.
High levels of attendance and engagement contribute to student achievement. An effective learning support programme helps to address students’ identified learning needs. Students needing further extension are well provided for by an Advanced Learning Programme. To better recognise the importance of academic success, an Academic Achievement Council and position of student Academic Leader have been created.
There is now a wide range of initiatives to support Māori student success. Under the leadership of the current principal, staff and board have undertaken training in the principles and concepts of Ka Hikitia and have made changes to school practices and protocols. The kaiawhina provides a te reo Māori programme that caters for students from Year 9 to 13. The establishment of a central whānau room and focus group is effectively engaging Māori parents and families. The kapa haka group has grown in size and diversity, and Māori student leaders continue to be role models for other students. Māori students surveyed were positive about the initiatives that supported their success.
The school’s comprehensive curriculum is highly effective in promoting and supporting student learning. Good quality school-wide overviews and guidelines provide useful frameworks for each curriculum area. The principles, values and key competencies of The New Zealand Curriculum are aligned with the school’s special character and strategic goals. Timetable and option choices have been reviewed so that students are able to access a wide range of subjects and learning pathways. In addition, they are provided with opportunities to experience success in an extensive range of leadership roles and co-curricular activities.
Teachers establish strong, supportive and affirming relationships with students. They are committed to helping students achieve their goals, and provide many additional opportunities for them through coaching, mentoring and tutorials outside of regular class times. Good quality careers advice and guidance supports students with subject choice and pathways beyond school. Team participation in professional development encourages reflective practice and the trialling of new approaches to teaching and learning. These approaches include integrated cross-curricular topics that use authentic local contexts.
The quality of the teaching and learning in most classrooms is contributing to high levels of engagement and achievement. However, school leaders have identified, and ERO agrees that the priorities for ongoing improvement include:
These priorities are likely to continue to further increase the consistency in the quality of teaching and learning across all curriculum areas.
The school has made good progress since the previous ERO review and is well placed to sustain and improve its performance. Factors that influence this include:
The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of this review there were 21 international students attending the school.
The school has attested that it complies with all aspects of the Code.
ERO’s investigations confirmed that the school’s self-review process for international students is thorough.
The school’s International Department’s systems and processes effectively support students’ integration into the school and achievement of their academic goals.
The school boarding house accommodates 150 students, 22% of the school roll. It is owned by the Anglican Diocese of Waikato and Taranaki.
Girls’ well-being and learning are supported by effective systems and procedures that promote a safe emotional and physical environment. The school regularly reviews the boarding house practices. A 2004 external review of hostel operations and the subsequent new structure is providing positive outcomes for students.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Not applicable.
ERO is likely to carry out the next review in four-to-five years.
Makere Smith
National Manager Review Services
Northern Region
11 January 2012
Location |
Hamilton |
|
Ministry of Education profile number |
140 |
|
School type |
Secondary (Years 9 to 13) |
|
School roll |
669 |
|
Number of international students |
22 |
|
Gender composition |
Girls 100% |
|
Ethnic composition |
NZ European/Pākehā NZ Māori Other European Chinese Other Asian |
81% 7% 6% 3% 3% |
Special Features |
Host for Itinerant Teachers of Music |
|
Review team on site |
October 2011 |
|
Date of this report |
11 January 2012 |
|
Most recent ERO report(s) |
Education Review Education Review Accountability Review |
January 2009 November 2005 December 2001 |