Whanganui Girls' College

Education institution number:
188
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Girls School)
Definition:
School with Boarding Facilities
Total roll:
379
Telephone:
Address:

21 Jones Street, Whanganui East, Whanganui

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Whanganui Girls' College

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 8 months of the Education Review Office and Whanganui Girls’ College 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 

Whanganui Girls’ College is located in Central Whanganui and is the only school in Whanganui to provide education for young women in Years 9-13. It prioritises providing academic, social, sporting and creative learning experiences for their ākonga so that they are prepared for the challenges they will face in an ever-changing world. A new principal was appointed in term four of 2022.

Whanganui Girls’ College’s strategic priorities for improving outcomes for ākonga are:

  • achievement for all

  • encourage positive relationships while focusing on the wellbeing and safety of the school community

  • individual learning potential is recognised and valued

  • provide quality resources, infrastructure, and facilities.

You can find a copy of the school’s strategic and annual plan on Whanganui Girls’ College’s website.

ERO and the school are working together to evaluate how well teaching and learning is being responsive to the learning needs of ākonga in the Junior School so that they are provided with a strong foundation for success in the senior school.

The rationale for selecting this evaluation is to ensure ākonga are provided with:

  • a curriculum that is culturally sustaining

  • classroom practices and learning experiences that meet the individual needs of each ākonga.

The school expects to see:

  • strengthened formative and summative assessment practices that inform teacher planning and next steps in learning

  • the use of learning progressions to address the needs of ākonga in a multi-level learning environment

  • robust systems and processes for the tracking and monitoring of ākonga progress in the junior school

  • culturally located practices and a place-based curriculum

  • excellent and equitable outcomes for all learners.

Strengths

The school can draw from the following strengths to support the school in its goal to ensure equitable and excellent outcomes for all learners:

  • positive school-wide culture grounded in strong relationships between staff, students and their whānau

  • pastoral and academic support and mentoring systems focused on the individual need of each student

  • collaborative staff focused on developing and embedding practices that support improved and successful outcomes for all ākonga

  • a cohesive leadership team who provide the conditions for staff to grow and strengthen their collective teaching and learning capacity and capability

  • ākonga are actively involved in decision making relating to their learning and wider experiences within the school.

Where to next?

Moving forward, the school will prioritise:

  • the development of a school-wide assessment framework in literacy and numeracy in the junior school

  • professional learning in effective assessment practices

  • deepening teacher understanding of national curriculum levels in literacy and numeracy enabling them to raise ākonga achievement in literacy and numeracy

  • a coherent school-wide strategy for the development and implementation of a curriculum informed by the mātauranga of local hapū and iwi

  • the use of the Effective Teacher Profile (ETP) in planning, teaching and learning.

Shelley Booysen
Director of Schools

8 August 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

This school has:

  • Ad Astra Boarding Hostel

Whanganui Girls' College

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Whanganui Girls’ College 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

Further Information

For further information please contact Whanganui Girls’ College, 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

8 August 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

Whanganui Girls' College

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.

At the time of this review there was one international student attending the school. The student is accommodated in the school’s boarding houses located onsite. The school’s self-review process for the international student provision is sound. Self review identifies areas to strengthen to ensure ongoing improvement. Satisfactory systems and processes are in place to support students to successfully meet the identified academic, cultural and social goals of the student while balancing wellbeing.

International students enjoy the wide range of opportunities and experiences that are on offer to all other day and boarding students in the school. These include a range of sporting, cultural and social opportunities at the school and in the wider community.

Shelley Booysen
Director of Schools

8 August 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

Whanganui Girls' College

Hostel Report

Background

The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.

Findings

The hostel manager and the hostel owner have attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005. The school’s boarding hostel takes all reasonable steps to provide a safe physical and emotional environment that supports students’ learning.

The hostel buildings are located on the school site and are well maintained.

The manager of the hostel has a deep knowledge of all the boarders that is highly valued by those boarders who spoke with ERO. Pastoral systems align with wider school systems and the boarders have a clear understanding of the support systems in place for them. Allocated time in the evenings supports students in their learning.

Hostel routines are well known and adhered to throughout the hostel with senior boarders leading aspects of these. There is a strong tuakana teina culture in the hostel and boarders speak highly of the strong friendships they establish with each other.

Boarders are actively encouraged to establish and maintain cultural, sporting and other interests. Within the hostel a range of activities are provided for the boarders with wider societal celebrations observed on a regular basis. Boarder and carer feedback on the experiences on offer in the hostel are sought out and support internal review processes.

The manager and staff of the Ad Astra Boarding Hostel provide the students with a safe and caring environment for the boarders to comfortably live and learn at Whanganui Girls' College.

Shelley Booysen
Director of Schools

8 August 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

Whanganui Girls' College - 13/06/2018

School Context

Whanganui Girls’ College is a secondary school in Whanganui. At the time of the ERO review there are 368 students and 30% identify as Māori. Thirty eight students board in the nearby Ad Astra hostel. Roll growth is evident since 2016.

ASTRA values of ‘Achieve, Safe, Tipuranga, Respect and Awhi’ underpin the schools motto and vision and are embedded in all aspects of school life. The school celebrates and rewards students who meet these expectations on a weekly basis.

Current strategic priorities related to student achievement and outcomes include: achievement for all; and individual learning potential being recognised and valued. Charter goals for 2018 relate to: improving student engagement and relationships; improving student achievement; and enhancing student and staff wellbeing.

Leaders and teachers regularly report to the board on schoolwide information about outcomes for students in the following areas:

  • achievement in National Certificates of Educational Achievement (NCEA), University Entrance (UE) and Scholarship examinations
  • end-of-year achievement and progress against expected levels in all curriculum areas
  • reading and mathematics achievement at Years 9 and 10
  • progress and achievement in junior science thinking skills
  • attendance, engagement and wellbeing.

Since the May 2015 ERO report, a new board chair and some new trustees have been elected, with a new assistant principal and four new heads of department appointed.

Staff have been involved in several schoolwide professional learning and development (PLD) programmes since the previous report. These include: culturally responsive practices, Te Kākahu and He Kahukura; positive behaviour for learning (PB4L); learning with digital technologies; restorative practices; and appraisal processes.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school has made good progress in improving levels of equity and excellence in outcomes for some groups of learners, particularly at senior levels.

Achievement rates have fluctuated since the previous ERO report. Recent improvements however, have led to nearly all students gaining NCEA Level 1 and most gaining Level 2 and Level 3 in 2017.

Nearly all Māori students gained NCEA Level 1 and Level 2 and achieved at similar levels or above their peers in 2017. However disparity occurs at Level 3 and for UE for Māori learners. Small numbers of Pacific students achieve well with all achieving success at Levels 1 to 3 in 2017.

Rates of endorsements have increased significantly at Level 2 in 2017. Continuing to increase endorsement rates, particularly at NCEA Levels 1 and 3, and the number of Māori school leavers with Level 2, remains an ongoing priority.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school has made good progress in its response to some groups of learners whose learning needs acceleration. There has been a considerable increase in rates of achievement of Māori and other learners, especially at Levels 1 and 2 NCEA since 2016.

Leaders identify target groups whose learning needs improving at all levels using a variety of indicators. The school has data to monitor achievement and progress of individuals, but is yet to have a clear picture of rates of acceleration for Māori and others who need it at Years 9 and 10.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

Students participate and learn in a collaborative and inclusive learning community where respect and empathy are highly evident. Pastoral care, student wellbeing, mentoring, restorative practices and the ASTRA programme continue to support students to be successful and promote positive relationships and behaviours.

A coherent schoolwide approach to regularly monitoring and sharing information about the learning and progress of individual students promotes engagement and participation. An academic dean and recently appointed literacy specialist support the building of assessment capability across the school.

Improved and flexible curriculum provision, together with increased opportunities and learning programmes, enable most students to be successful. Modular programmes and new courses in the senior school increase choice and improve retention of students in learning. Strengthening of vocational pathways, transition and life skills programmes prepare students for independence, self-management and ongoing success beyond school. The use of external specialists support career and pathways planning especially in senior levels.

Learners with additional learning needs are identified and their progress is monitored and reported on an individual basis. Some of these student gain qualifications.

A schoolwide focus on building the capability and responsiveness of teachers to increasingly diverse student needs effectively promotes professional growth and learning. Through development of the Effective Teacher Profile as part of the Te Kākahu initiative and a range of PLD programmes, teachers share schoolwide expectations for effective teaching practices and the importance of relational practices.

The school has continued to strengthen learning partnerships through a wide range of strategies and experiences. An increased focus on extending relationships with whānau, hapū and iwi promotes Māori students’ language, culture and identity. Student voice is increasingly and widely used to inform decisions and improvements. Students participate in a range of community-based activities, leadership positions and opportunities that extend their learning.

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

Leaders and teachers should strengthen strategic planning and alignment of systems and processes to focus on equity and excellence in student outcomes, especially for Māori learners.

Continuing to strengthen the well-designed appraisal framework should further support and reinforce individuals to meet their professional needs and aspirations. This includes extending schoolwide understanding and consistency in implementation of appraisal components and summary statements, including explicit links to outcomes for learners.

Continuing to develop the use of inquiry and evaluation to measure the impact of programmes and strategies for ongoing improvement in outcomes for students is a next step. ERO’s evaluation affirms recent initiatives for deeper analysis and use of achievement information at Years 9 and 10, to better understand the achievement and progress of groups of learners.

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 (the Code) 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, 15 international students attend the school, including four exchange students.

Robust systems and processes appropriately guide provision for international students. Programmes of learning are appropriately designed to meet the aspirations of individuals and their families. Achievement is regularly monitored and reported. Students receive good quality pastoral care with a clear focus on promoting their wellbeing and positive inclusion. The school makes positive changes in response to its self-review findings to further strengthen the provision for International students.

Provision for students in the school hostel

The school hostel, Ad Astra Hostel, presently accommodates 38 students, 10 % of the school roll. It is owned and licensed by the Ministry of Education, governed by the Whanganui Girls’ College Board of Trustees and managed by private contractors. The hostel managers have attested that the requirements of the Hostel Regulations are met.

Hostel managers and staff provide a caring, nurturing and homelike environment. A well-planned programme responds to students’ interests and supports their transitions into the hostel. Pastoral care is well coordinated between the hostel and the school, with student wellbeing a key priority. A range of effective strategies supports ongoing communication between students, families, and hostel staff. Leadership opportunities for senior students are provided and supported.

ERO recommends that the board of trustees establish processes to receive regular in-depth reports from the hostel about its processes and operation to monitor student wellbeing, health and safety.

4 Going forward

Key strengths of the school

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

  • learning partnerships across the school and community that promote engagement and inclusion

  • academic and pastoral care systems that respond to the individual student, their learning and wellbeing needs and recognition of success

  • the range of learning pathways and learning programmes that are responsive to the needs of diverse groups of students.

Next steps

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

  • use of achievement information at Years 9 and 10 to better understand and respond to the learning needs for acceleration of groups of these learners

  • strengthening of teacher inquiry and the appraisal processes to support teacher growth

  • a shared understanding and use of internal evaluation processes and practices.

ERO will provide an internal evaluation workshop for trustees and senior leaders.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

13 June 2018

About the school

Location

Whanganui

Ministry of Education profile number

188

School type

Secondary (Years 9 to 13)

School roll

368

International Students

15

Gender composition

Female 100%

Ethnic composition

Māori 30%
Pākehā 60%
Pacific 3%
Asian 3%
Other ethnic groups 4%

Review team on site

March 2018

Date of this report

13 June 2018

Most recent ERO report(s)

Education Review May 2015
Education Review December 2011
Education Review June 2007