Findings
Students experience high levels of success academically, as well as in sporting, cultural and spiritual spheres. Teachers focus on supporting students as lifelong learners. A strong emphasis on wellbeing is evident. Relationships are respectful and interactions warm and friendly. Leaders and trustees have high expectations, based on firmly held and articulated values.
ERO is likely to carry out the next review in four-to-five years.
1. Context
What are the important features of this school that have an impact on student learning?
Woodford House is a state integrated girls’ school in Havelock North. It provides education for almost 300 students from Years 7 to 13, and over half board in the hostel. Eight percent of students identify as Māori.
The school has a close affiliation with the Anglican Diocese of Waiapu. It offers an holistic education based on the four ‘cornerstones’ of academia, sport, culture and spirituality. Its underpinning ethos of service spans several generations of young women. Small classes and a family atmosphere are special features of the learning environment.
Since the September 2011 ERO report, a new deputy principal, three new heads of department and a new director of boarding have been appointed. Staffing in the boarding houses has also been reviewed and restructured.
A key element in the school’s continuing strategic progress is the integration of digital technologies into teaching and learning. In particular, the introduction of a schoolwide information and communication tool (Woodbook) has opened up a wide range of opportunities for enhanced engagement and learning. Other significant developments include ongoing refinement of pastoral care processes and changes to the curriculum to reflect students’ evolving needs.
Leaders and trustees have effectively addressed the areas for further development identified in the previous ERO report. Systems for evaluating the effectiveness of programmes and initiatives are well established.
2. Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers and leaders use achievement information deliberately and purposefully to improve students’ engagement, progress and achievement.
A range of reliable assessment data is gathered, analysed and used to identify students’ needs and strengths. Specific strategies are developed to respond to what the school knows about learners, to track progress over time and to monitor the impact of initiatives to improve outcomes. The diverse needs register informs the successful implementation of actions to promote the learning of individual students.
Achievement information is further used to review, evaluate, modify and improve teaching and learning programmes.
Students are highly engaged as active learners. The use of digital technologies contributes to increased knowledge about their own progress, and guides goal-setting and planning next steps. Form teachers have begun to extend their role as ‘learning coaches’. This innovation is a work in progress.
Senior students perform well in the National Certificates of Educational Achievement (NCEAs). In 2013, results exceeded the overall percentages for comparable schools nationally. All Year 13 students gained both NCEA Level 3 and University Entrance, and eight New Zealand Scholarships were achieved across five subjects. The target for Māori students to achieve as well as, or better than their peers in the school, was met at all NCEA Levels. The small number of Pacific students also performed successfully in the NCEAs.
In Years 7 to 10, targeted initiatives result in accelerated progress and improved outcomes for most students. The success of these measures was demonstrated in the 2013 NCEA Level 1 results, which showed the positive impact of support provided to students on the diverse needs register. Deep analysis of achievement patterns and trends in the junior school should be further strengthened, to increase leaders’ knowledge about the progress of groups of students over time.
Parents and whānau receive full and useful information about students’ achievement through a variety of channels: reports, learning conferences, portfolios and the parent portal on Woodbook.
Trustees are well informed about student achievement. They receive regular reports from the principal, senior leaders and heads of department. This information is used to review progress towards goals and targets, and to guide decision-making at board level.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school curriculum effectively supports and promotes student learning.
Teaching and learning are closely aligned with the principles of The New Zealand Curriculum. Programmes are underpinned by high expectations, with shared values, understandings and priorities. Areas of the curriculum are systematically reviewed to ensure that they meet diverse and changing student needs.
Leaders clearly articulate and highlight the value of the school as a learning community. Teachers focus on implementing classroom practices that increase students’ ownership of, and responsibility for, their own progress as lifelong learners. The importance of independent, self-managed learning is well understood by students and teachers schoolwide.
The mapping of a cohesive learning pathway from Years 7 to 13 is underway. ERO affirms leaders’ plan for continued development, implementation and embedding of this initiative.
Teachers are effectively supported to continuously improve outcomes for students. Professional learning and development programmes are highly collegial and reflect school priorities. Teachers inquire into the impact of strategies used to promote students’ engagement, accelerate learning and promote progress. They set goals that contribute to department targets and individual professional growth.
To increase the value and impact of their inquiries, leaders and teachers should strengthen their definition of outcomes. Formal documentation of what effectiveness or success would look like is likely to provide clearer measures against which to evaluate programmes, strategies and initiatives.
A strong emphasis on wellbeing is evident. Pastoral care staff and processes provide a sound platform for learning and positive personal growth. Relationships are respectful and interactions warm and friendly.
How effectively does the school promote educational success for Māori, as Māori?
Māori students are highly successful across all four of the school’s cornerstone areas.
Students spoken with by ERO expressed enthusiasm for and appreciation of the school’s initiatives to raise the profile of te ao Māori. They warmly value the mentoring provided by key staff. Student and whānau voice is regularly sought and responded to.
Teachers should continue to build their confidence and knowledge of te reo me ngā tikanga Māori, and reflect on how they can incorporate culturally responsive practices more meaningfully into their programmes.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
The traditional values are well embedded. The ethos of “the Woodford family” permeates all aspects of life at the school, providing a solid foundation for students’ learning and wellbeing.
Effective leadership is a key factor in the school’s successes. The principal provides strong professional leadership with a clear strategic vision. Change is managed through a measured, collaborative approach. The principal is well assisted by the senior leadership team, who have clearly defined roles and responsibilities that reflect their strengths. The leadership capability of staff is fostered and supported. Sound appraisal processes effectively promote ongoing professional growth and strategic development.
Decision-making and planning at board and management levels are firmly based on a multi-layered approach to self review. Deeper analysis and reporting of achievement information, particularly for Years 7 to 10, should enable leaders and trustees to set more specific targets for identified groups of diverse learners. This tighter focus should strengthen the development and evaluation of responses, strategies and actions to raise the achievement of priority learners.
Strategic and annual planning is robust and cohesive. Development areas are linked to key priorities, with an explicit focus on sustainable change.
Provision for international students
The school is 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.
ERO’s investigations confirm that students are well supported. They receive high quality pastoral care and English language learning.
At the time of this review there were 10 international students attending the school. With increasing numbers, the school has created new staff roles and further developed programmes for these students.
The school’s self-review processes in this area are evolving. The next step is to incorporate information about international students’ progress and achievement into school reviews and reports to the board.
Provision for students in the school hostel
The five school hostels accommodate 167 students, 56% of the school roll. They are owned by a board of proprietors, who have attested that all the requirements of Hostel Regulations are met.
Management is overseen by a boarding manager and boarding supervisors.
Students are currently accommodated in year level groups. They may be full, or weekly boarders.
Students continue to receive high quality pastoral care. Robust systems and processes monitor their health and safety.
The school’s self review of boarding is comprehensive and improvement focused. Students have many opportunities to contribute to decision-making.
Innovations and changes since ERO’s previous review include closer links between hostel operations and the day school, a new approach to ‘prep’, further promotion of independent living for Year 13 students, and greater flexibility in boarding arrangements for day girls.
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
Students experience high levels of success academically, as well as in sporting, cultural and spiritual spheres. Teachers focus on supporting students as lifelong learners. A strong emphasis on wellbeing is evident. Relationships are respectful and interactions warm and friendly. Leaders and trustees have high expectations, based on firmly held and articulated values.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie National Manager Review Services Central Region
25 September 2014
About the School
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Location
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Havelock North, Hawke’s Bay
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Ministry of Education profile number
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225
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School type
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State Integrated Secondary (Years 7 to 13)
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School roll
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297
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Number of international students
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10
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Gender composition
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Female 100%
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Ethnic composition
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NZ European/ Pākehā
Māori
Other ethnic groups
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85%
2%
13%
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Special Features
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Boarding hostel
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Review team on site
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August 2014
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Date of this report
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25 September 2014
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Most recent ERO report(s)
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Education Review Education Review Education Review
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September 2011 June 2005 August 2002
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