Findings
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Waitara High School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
1 Background and Context
What is the background and context for this school’s review?
Waitara High School caters for students in Years 9 to 13 from Waitara and the surrounding rural areas of North Taranaki. The current roll of 380, includes 236 students who identify as Māori. Te Ātiawa are mana whenua and Ātiawatanga is reflected in school kawa.
The valued outcomes stated by the school focus on promoting student wellbeing and learning within an environment of belonging and belief. The REACH values of ‘Respect, Excellence, Aroha, Commitment and Hauora’ are part of many school practices.
The 2019 annual plan includes goals for improving achievement, support for wellbeing and promoting capabilities for learning. Specific targets link to increasing National Certificate of Education (NCEA) success in Years 11 to 13, accelerating progress in reading and mathematics in Year 9 and raising attendance for those with high levels of absence.
At the time of the September 2016 ERO review, an acting principal and Limited Statutory Manager (LSM) were in place. The LSM supported what was then a newly appointed board of trustees to carry out its functions. His role concluded in December 2017. The acting principal had begun to provide momentum for improvement and change.
A first time principal was appointed for the start of 2017. Subsequently, the board and new principal have initiated significant changes in operational systems, curriculum and leadership structure to provide more effective support for wellbeing, teaching and learning. A number of new appointments to Head of Faculty and senior leadership positions have been made and a number of these personnel are relatively new to their current roles.
Since the previous ERO report, the school has worked alongside ERO to respond to the areas for improvement identified. The focus has been on ensuring systems and teaching practice more effectively respond to the learning and wellbeing needs of students and are sustainable. Professional development has focused on improving practices that support learners and building senior and middle leadership capability.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development:
-
improving achievement and progress in Years 9 to 13, including through well-implemented targeted strategies.
-
ensuring the board of trustees effectively carries out its roles and responsibilities.
-
providing school and curriculum area leadership that effectively supports sustainability and improvement.
-
increasing the involvement of parents and whānau in their children’s learning.
-
developing the curriculum to provide more effectively for the needs, interests and aspirations of all students.
-
supporting teacher development through schoolwide implementation of identified effective learning practices.
-
improving evaluation of the effectiveness of pastoral strategies and learning programmes to ensure ongoing improvement in student outcomes.
Progress
A significant proportion of students enter the school achieving below age expectation in literacy and mathematics. School collected achievement information indicates most students make at least one year of progress in these areas in each of Years 9 and 10. Some make accelerated progress, particularly in Year 9.
Improving NCEA outcomes needs to be a priority. After significant improvement in NCEA Level 1 and Level 2 in 2016 and 2017, the percentage of students successful in gaining these qualifications declined in 2018, markedly so at NCEA Level 1. Results are now similar to those of comparable schools, but lower than national rates.
Disparity between gender and ethnic groups remains. Males are less successful than females at all NCEA levels. In Level 2 and 3 Māori achieve below non-Māori. Few students gained endorsed certificates.
A comprehensive process is in place to track the progress of students towards gaining NCEA at the various levels. In 2018, follow up for students at risk of not gaining certificates was insufficient. Changes in 2019 are supporting a greater focus on targeted students to ensure there is an effective schoolwide response to support success. This includes more timely identification of students needing assistance and greater commitment to monitoring progress, including through learning coaches.
Relatively high absence from class is an issue affecting the learning progress of some students. There has been limited improvement in attendance levels since the previous ERO review. A comprehensive plan should be developed to increase regular attendance. This should include ongoing monitoring of the plan’s implementation and impact.
The board has successfully built a greater understanding of its responsibilities and is more effectively carrying out its stewardship role. Regular reporting by the principal supports trustee knowledge of progress with annual priorities and assists decision making.
Consideration of a range of data supports trustees to identify current improvement priorities within the charter focus areas. Improvement actions and desired outcomes are determined and included in the annual plan.
Recent property development and resourcing decisions made by trustees are positive responses to present curriculum requirements and student future learning needs. A review of school kawa, initiated by the board, is establishing heightened expectations around aspects of tikanga linked to Te Ātiawa. The planned establishment of an iwi reference group reflects a strategic commitment to further promoting Māori identity and success.
The principal has a clear vision for the development priorities necessary to promote greater success for students. Significant changes in the approach to teaching, learning and operational systems are underway. Opportunities have been taken to address the issues identified by staff in response to the change process in 2018 and the quality of the learning environment. These are reflected in the current annual plan. An improved tone, more able to promote student learning, is indicated in a further staff survey during Term 2, 2019.
The capacity of curriculum leaders and senior managers to contribute to improvement is being built. Roles have been more clearly identified to enable a greater focus on improving learner outcomes. A collaborative approach among leaders in 2019, individual mentoring and involvement in professional learning is enabling these leaders to more effectively support student learning.
Increased communication with whānau and the community is strengthening learning-centred relationships. Whānau are well informed regularly about the development of learning dispositions, progress and achievement of their children. Opportunities to be involved in school-based community events are promoted and increasingly supported by whānau. Community expertise is increasingly used to support learning programmes.
A curriculum that is more coherent, inclusive, student-centred and future-focused is being developed. Innovation is encouraged. Development has begun in the junior school and the Foundation, Graduate and Pathways Levels are planned to be progressively introduced as students move through the school, starting in 2018.
The Foundation level (Year 9) has established a greater sense of belonging for students transitioning into the school. The classes have successfully focused on promoting core learning skills, student agency, stronger connections between learning areas, literacy and mathematics. Relationships established with the ‘core teacher’ are positively contributing to improved student engagement in learning and greater parent involvement.
In senior classes there is an increased focus on ensuring programmes meet individual student needs and interests. As part of developing the curriculum, the school has identified the importance of ensuring career advice and guidance appropriately supports student decision making across the school. Providing ‘wrap around support’ to promote wellbeing, engagement and learning is an emphasis in resourcing decisions and continues to be identified by students as a strength of the school.
Effective teacher practice guidelines and REACH values, linked to positive learning behaviours, are documented and regularly revisited. Graduate Scholar Profiles are being developed to describe aspirational learning, wellbeing and social outcomes as students move through the school. Embedding across the school expectations for teaching to promote engagement and learning needs to be a continuing focus. Aligning specific curriculum area guidelines and appraisal more to these expectations should support continuing improvement.
Professional capability and collective capacity of teachers and leaders is being deliberately built through professional development and appraisal. The recently introduced framework for teacher appraisal is compliant with Teaching Council requirements. Ensuring consistent implementation of quality practice linked to the various components of the appraisal process in place will further promote teacher and leader development.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
Significant changes initiated since the previous ERO review are yet to have sufficient impact on sustaining and improving student outcomes. Ensuring greater traction from the improved systems and practices is a continuing priority.
The strategic and annual plan clearly set priorities to improve performance. Indicators of progress for the focus areas are identified and regularly reported. Consistent implementation of improvement actions is necessary to ensure more successful outcomes in relation to the goals in place.
Trustees, leaders and teachers are reflective and seek improvement. Continuing to develop a shared understanding and use of robust evaluation should assist them to consider the impact of practices and what is needed to continue to improve outcomes for students.
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, ERO‘s overall evaluation judgement of Waitara High School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services
Central Region
4 July 2019
About the School
|
Location
|
Waitara
|
|
Ministry of Education profile number
|
170
|
|
School type
|
Secondary (Years 9 to 13)
|
|
School roll
|
380
|
|
Gender composition
|
Female 53%, Male 47%
|
|
Ethnic composition
|
Māori
NZ European/Pākehā
Pacific
Other ethnic groups
|
63%
32%
3%
2%
|
|
Review team on site
|
April 2019
|
|
Date of this report
|
4 July 2019
|
|
Most recent ERO report(s)
|
Education Review
Education Review
Education Review
|
December 2016
January 2014
October 2010
|