Whanganui High School

School Context

Whanganui High School is large co-educational urban school catering for students in Years 9 to 13. At the time of this review the roll of 1315 including 409 Māori students. A large number of students whakapapa to Te Atihaunui-a-Pāpārangi iwi.

Specific education provisions include Te Atawhai Special Needs Unit and the offsite Alternative Education facility. There are 52 international students that attend the school from a range of countries.

The school’s vision states that Whanganui High School ‘will provide a future-focused education which enables all students to succeed’. This is supported by the mission statement ‘that all students are given the opportunity and support required to reach their potential in all aspects of their education through LIFE (Learning – ako, Integrity – mana, Fellowship – manaakitanga and Excellence – kairangi)’.

The three main strategic goals in the school’s charter are:

• development and maintenance of quality systems and processes
• development of quality learning and teaching
• provision of a high-quality learning environment.

There are further developmental goals for achievement, retention, engagement and attendance. Specific development areas focus on: students reaching their academic potential; teachers demonstrating and developing culturally responsive and relational pedagogies and effectively using digital technology in all curriculum areas to enhance future-focused teaching and learning.

Since the May 2016 ERO report, a new principal has been appointed to work with the experienced senior leadership team. A new board of trustees’ chairperson was recently elected and there are three new parent-elected trustees.

There have been significant changes to the school operation since the previous ERO review. A house system has been introduced that reflects significant ‘tohu tai au’ in and around Whanganui. Form classes are now arranged vertically incorporating all year levels and aligned to a house. The timetable has changed from a 10-day structure to a five-day model. The enrolment zone that was in place has now been removed and there is open entry to the school. There are four dedicated supported learning classes at Year 9 and 10. The number of these classes has increased since 2018.

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

• National Certificate in Educational Achievement (NCEA)
• aspects of achievement at Years 9 and 10.

The school is a member of the Takitini Tahi 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 yet to achieve equitable and excellent outcomes for all of its students.

The school’s 2018 enrolment-based data shows that most students achieved well at NCEA Level 2 and the majority of students achieved NCEA Levels 1 and 3. This data also shows that less than half of students achieved University Entrance (UE). There is significant disparity between the achievement of male students compared to their female peers at Level 1 and UE. At Level 3, there is some disparity between males and females. New Zealand European students achieved significantly higher than their Māori peers at Levels 1, 3 and UE. There were lower levels of disparity for Māori at Level 2. For Pacific learners there is significant disparity across all levels of NCEA and some disparity in University Entrance, when compared to New Zealand European students.

Trends and patterns over time also shows that there has been a decline in overall achievement. Achievement data from 2016 - 2017 indicates that there is ongoing disparity for males and Māori.

A wide range of student achievement data is gathered and reported for Year 9 and 10 students in a variety of ways. Strengthening the reporting, analysis and use of this data is a priority for the school. This data shows that by the end of Year 10 most students achieve at expected levels.

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

The school has some achievement information that shows effective acceleration for those Māori and other students who need this over time.

Of those students entering the school at Year 9 in 2015 achieving below curriculum expectations, almost all successfully gained NCEA Level 2. Strategies and interventions used to accelerate the progress and achievement were most effective for female and New Zealand European students when compared with male and Māori students.

For the small number of students that were part of the supported learning class from 2018 - 2019, achievement information shows this initiative effectively accelerated learners progress and achievement.

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?

A wide range of well-considered strategies has been introduced to guide change and improvement. The principal has introduced and revitalised many initiatives to support student wellbeing and aspects of achievement. A clear focus on building the capability of teachers and middle leaders is evident through professional learning and development that is well aligned to charter goals. Purposeful and strategic appointments have distributed the leadership of key initiatives to support students’ academic and pastoral needs. The board is well informed about senior student achievement, organisational change and it is improvement focused. This enables trustees to contribute to ongoing discussions and decisions about improving student outcomes.

There is a broad range of flexible and meaningful pathways for learners as they progress through the school. Transition processes for all learners into, through and beyond school are responsive to individual student’s strengths and interests. Students can select from a wide range of courses and opportunities to enhance engagement and potential career outcomes.

Collaborative systems, processes and teams provide effective advice, guidance and mentoring for students. Respectful relationships support positive learning environments. The holistic wellbeing of all students is an ongoing priority for the school. There is a highly inclusive approach to identify and respond to students with additional learning and health needs at all levels of the school. Students are provided with a wide range of leadership opportunities that authentically involve them in many processes across the school.

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

The school needs to more effectively analyse and use achievement information to inform teaching and learning. This needs to include extending leaders’ and teachers’ knowledge about the purpose of assessments to accelerate the progress and achievement of learners. Deepening the analysis of achievement information is also needed to enable the school to understand and respond to the trends and patterns of groups and cohorts over time.

Internal evaluation requires strengthening to better measure the impact of changes in teacher practice. A more rationalised and streamlined approach is needed to strengthen the effectiveness in implementing and embedding strategic priorities. Senior and middle leaders need to continue developing their understanding of internal evaluation to fully evaluate the impact on all of the school’s valued student outcomes.

Leaders and teachers have identified and begun to prioritise culturally responsive and relational pedagogies to support students’ language, culture and identity. Further consideration and integration of Māori contexts into students’ learning remains an important focus area for the school. A sense of urgency is required to implement the systems, processes and resources that have been developed recently.

3 Other Matters

Provision for international students

The school is a signatory to theEducation (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 there were 52 international students attending the school.

The school’s self-review process for international students is thorough and contributes to further developments. Policies and practice suitably guide the provision for international students. Students can access comprehensive curriculum experiences and subject choices. Continuing to strengthen reporting to the board about outcomes for all international students should enhance ongoing evaluation of the programme.

Clear processes are in place to track and monitor students’ progress and achievement towards intended destination pathways. There is an extensive range of opportunities and experiences for students to know, understand and fully engage in New Zealand life. A wide range of support for international students is in place to guide and respond to their learning, health and wellbeing needs.

4 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Whanganui High School’s performance in achieving valued outcomes for its students is: Developing.

6 Going forward

Key strengths of the school

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

• an approach to change and improvement that supports students’ academic and pastoral needs
• the development of teachers and middle leaders that supports implementation of charter goals
• pathways for students that are broad in range, flexible and meaningful
• practices that cater for the holistic wellbeing of all students.

Next steps

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

• the analysis and use of student achievement information to directly inform teacher practice
• internal evaluation to fully understand the effectiveness of recent changes in organisational structures and systems
• supporting and incorporating te ao Māori to promote students’ language, culture and identity.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

19 December 2019

About the school

Findings

Wanganui High School has a large roll which includes many international students. Performance in the NCEAs has been sustained above national and similar-school rates. Students enjoy a range of other successes. Well-coordinated internal evaluation would generate better information to target improvement opportunities, including success for some disengaged students.

ERO intends to carry out another review within three years of the date of the on-site phase of the review.

1 Context

What are the important features of this school that have an impact on student learning?

Wanganui High School is a large co-educational school catering for students in Years 9 to 13. At the time of this ERO review the roll was 1494 students, just over a quarter of whom identified as Māori. Also attending were an additional 71 fee-paying international students. Other students from Asia and Europe are hosted for shorter periods during the year.

The school offers a broad curriculum that includes learning opportunities outside the classroom, outdoor education pursuits and performing arts. Academic, cultural and sporting successes are formally recognised and celebrated. Awards reinforce school expectations for students to strive and achieve.

Specific education provisions include the offsite Alternative Education facility and the Te Atawhai special needs unit. There is also a Confucius classroom for learning Mandarin. The school is accredited to teach the Cambridge examination course in mathematics.

Since the September 2011 ERO report, there have been changes of trustees and senior leaders, including a new principal, and periods when staff have acted in that leadership role.

Whole-school development has included promoting the values of Learning, Integrity, Fellowship and Excellence (LIFE), using technology in teaching and learning, and upgrades of classrooms and sports facilities. Staff have been involved in the Ministry of Education initiatives Positive Behaviour for Learning, He Kākano and Te Kākahu to raise levels of attendance, engagement and achievement across the school.

The community receives information about student learning and activities. Members are able to have a say through surveys and consultations.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Analysing data more deeply, evaluating and inquiring into findings are professional activities needing development.

Data gathered across the year levels is used to:

• place students in classes and courses appropriate to assessed abilities and social relationships
• identify students requiring additional support for learning and wellbeing
• modify and adapt programmes or course content
• monitor and report the achievement of individuals to parents, and year groups to the board and community
• note attendance, behaviour and achievement patterns, and connections between these data
• set goals to raise performance where it is below expectations.

Collectively, student performance in the National Certificates of Educational Achievement (NCEAs) is good. Since 2010, NCEA results have been consistently above national rates and those of similar schools for all ethnic and year groups. From this data the school has identified a pattern of lower‑than-peer achievement for Māori and male students. This has been an ongoing challenge. Some success is evident in the improved percentage of Māori students leaving with NCEA Levels 2 and 3. Overall success in University Entrance has declined since 2012.

Some tools and information gathered could be better used. Nationally referenced test data in Years 9 and 10 needs to be investigated to gain insights into specific learning needs, for communicating these to faculties and informing programme planning. Senior data should also be explored further to gain understanding about curriculum and teaching effectiveness, and what actions should be taken next. The student survey, administered in Term 2 for mid-year feedback on programmes and teaching, could be used differently to provide opportunity for more immediate response.

Targets to raise achievement are broad aims and do not focus on those falling below overall expectations. These students should be identified in faculty plans to generate consistent response across teachers.

In 2015, school actions include developing practices that encourage students to take more responsibility for their learning and achievement of goals. Introducing individual learning plans is likely to promote awareness as self-monitoring learners and strengthen reasons to access tracking data. Regular written feedback and next steps from teachers, in relation to the agreed success criteria, should be consistent for all year groups.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The curriculum is effective in that most students achieve academic qualifications to National Qualifications Framework (NQF) Level 3 and some excel in their chosen fields of interest. Most students are on task, motivated to learn and keen to be successful. For a small proportion, the curriculum is less effective in fostering engagement and success in the NQF. Investigation has led to some changes. Reasons need to be further investigated.

Students are offered a broad range of programmes and activities. Options have been extended at Year 9 to improve opportunities for trying new learning and guiding future choices. The Duke of Edinburgh Award scheme is implemented from Year 10 as a strategy for student engagement. In Years 12 and 13 large numbers of students achieve qualifications in a wide range of workplace-based courses and programmes.

Students with high needs are well catered for in the special needs facility. Their programmes are guided by individual education plans developed in consultation with specialist agencies, parents and whānau. Some students are mainstreamed for adapted activities. Transition from school is a planned and well-managed process.

Students needing additional learning support are assisted by teacher aides within classrooms. Expectations for accelerated learning should be clearly defined to guide monitoring their progress. A register for managing equitable provision for the range of needs should be formalised. The overall impact of interventions, programmes and investment of resources needs to be regularly evaluated and reported.

Good quality inquiry processes emerging from some faculties and individual teachers are focusing on effectiveness for student learning and engagement. Findings are leading to practices likely to be positive for Māori and all learners. These processes and findings that improve outcomes for learners should continue to be promoted and modelled schoolwide. 

It is some years since the curriculum was comprehensively reviewed in relation to current education practice and community aspirations. A schoolwide approach to curriculum design is needed. This should be guided by The New Zealand Curriculum and a shared understanding of effective teaching. Design should incorporate vocational pathways and career planning from Year 9. This review is likely to assist the school in moving towards Bring-Your-Own-Device for teaching and learning.

Inconsistencies are evident in aspects of operation across the school. The performance management system, including the appraisal process, should be used more consistently to:

• give assurance that expectations for practising certificate issue and renewal are met
• provide evaluative feedback to teachers and leaders
• identify opportunities for building capability.

How effectively does the school promote educational success for Māori, as Māori?

Many Māori students achieve well in NCEAs and are successful in other curriculum areas. They are productively engaged in school life and well prepared for their transition beyond school. Since 2010, the margin between Māori leavers with NCEA Levels 2 and 3 and their Pākehā peers has narrowed.

Māori students are disproportionally represented in data for lower attendance, disciplinary matters, lower retention and achievement. While the charter is clear about actions required to enact commitment to the Treaty of Waitangi and raise Māori student success, there has been no coordinated approach to implementing and monitoring these and knowing the extent of impact. Initiatives to address engagement issues need to be evaluated so that effective practices are supported, extended and sustained. 

Changes of leadership have affected continuity of guardianship of Māori department provision. School personnel are working to develop partnerships with Māori students, teachers, parents, whānau and local iwi, for a climate of understanding and cooperation. First steps have been taken. The board has co-opted two Māori trustees and the Whānau Roopu is supporting students and teachers.

4 Sustainable Performance

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

Performance in the National Qualifications Framework has been maintained at a good level. To be in a better position to sustain and improve performance for promoting equity and excellence in valued outcomes, leaders need to:

• communicate the vision for high performance and improvement clearly
• clarify roles and responsibilities
• monitor performance for accountability and effectiveness
• provide targeted support for building capability
• promote a coherent approach to operation which incorporates habitual, evidence-based evaluation and inquiry.

Board planning and stewardship is appropriately focused on doing what is best for students. Commitments and tasks listed in the charter and associated plans identify what is needed for improvement. Clarification of expectations for success and what counts as evidence will assist with meaningful self review and planning for the next annual cycle.

Provision for international students

Wanganui High 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.  The school has attested that it complies with all aspects of the Code.  At the time of this review there were 71 international students attending the school.  They come from a range of countries including China, Germany, Japan, Hong Kong, Italy, Thailand and Vietnam. The length of stay varies according to the purpose of the visits. 

There are well-established systems for inducting international students and supporting them during their stay. The director of international students, the dean and a specialist teacher of English as a second language (ESOL) work together to address and monitor students’ needs. The international complex provides a base for students to mingle and access assistance.

The home-stay coordinator maintains sound links between the homes and school. She monitors and reports on student wellbeing. Staff with responsibility for international students liaise well with heads of faculties and management. They build positive and productive relationships with students.

The next steps are for the department to conduct a rigorous review of school provision related to International students and report annually to the board.

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.

Recommendation

ERO recommends that the board provides additional support for the principal, senior leaders and trustees in order to bring about the following improvements:

• leading a coherent approach for effective operation
• building evaluation capacity for improvement.

Since the on-site phase of the review, the board has contracted an external consultant to work with trustees and leaders on planning for moving forward. First steps have been taken to target the key areas identified in this report as needing urgent development. The board must give high priority to completing the plan.

ERO expects the board to report progress against the termly milestones and toward planned outcomes. The board will provide evidence of progress and of evaluation for informing next steps.

Conclusion

Wanganui High School has a large roll which includes many international students. Performance in the NCEAs has been sustained above national and similar-school rates. Students enjoy a range of other successes. Well-coordinated internal evaluation would generate better information to target improvement opportunities, including success for some disengaged students.

ERO intends to carry out another review within three years of the date of the on-site phase of the review. 

Joyce Gebbie
Deputy Chief Review Officer Central

3 May 2016

About the School