Education REVIEW REPORT:
RONGOTAI COLLEGE
JANUARY 2010
1............ About the School
2............ The Education Review Office (ERO) Evaluation
3............ The Focus of the Review
4............ Areas of National Interest
5............ Board Assurance on Compliance Areas
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Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses. |
1. About the School
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Location |
Kilbirnie, Wellington |
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Ministry of Education profile number |
277 |
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School type |
Boys State Secondary (Years 9 - 13) |
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Decile rating[1] |
6 |
|
Teaching staff: |
|
|
School roll |
637 |
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Number of international students |
2 |
|
Gender composition |
Boys 100% |
|
Ethnic composition |
New Zealand European/Pākehā 36% |
|
Review team on site |
October 2009 |
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Date of this report |
14 January 2010 |
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Previous ERO reports |
Education Review December 2006 |
2. The Education Review Office (ERO) Evaluation
Rongotai College is a year 9 to 13 secondary school for boys, located in spacious grounds in the Wellington suburb of Kilbirnie. There are 637 students on the school roll, 15% of whom are Māori and 20% of Pacific heritage.
Strong, affirming relationships are evident. Analysis of a recent review of student well-being shows that they feel safe and supported. The principles of the non‑violence policy permeate the culture of the college with students speaking of an encompassing feeling of ‘brotherhood’. Pastoral care is given appropriate attention.
The quality of teaching is generally sound with some high quality practice evident in many classes. Where teachers use effective differentiation strategies to meet the range of students’ needs and challenge their thinking, students are authentically engaged in their learning and skill development.
The college introduced the use of a nationally standardised test in 2008 to measure achievement in years 9 and 10 in literacy and numeracy. Results in numeracy to date indicate that in most number applications students achieve as well as, or better than, their peers in similar decile schools. Literacy results indicate that most years 9 and 10 students make good progress as a result of targeted programmes. Data from the National Certificates of Educational Achievement show a steady rise in student achievement at all three levels over the past three years. Just over 75% achieved the literacy and numeracy qualification over this three year period which is comparable to similar schools nationally. Achievement data are being used to identify student underachievement and inform the provision of support where required.
The Board of Trustees, management and staff have a clear understanding that self review is about improvement. It occurs at all levels in the college. Where well embedded in practice, it is used to effectively evaluate programmes and inform planning and future direction. Across all college operations a culture of evaluative thinking is developing.
Self review is informed by multiple voices that are actively sought and valued. Students’, teachers’, parents’ and community input is gathered through a range of methods including surveys, data analysis, focus groups and quality assurance systems. A student advisory group has recently been established. Parent community groups, such as the whānau support, Samoan parents and parent teacher association contribute to college discussions.
Self review is an integral part of careers education. The college uses surveys, particularly student evaluation, and other information to assess current career education provision, identify gaps and monitor progress. As a result, and with the assistance of a number of projects, a school-wide approach where careers education is integrated across the curriculum has been developed.
A formal framework defining self review at Rongotai College is yet to be developed. While there are many examples, they are variable in coverage, quality and impact. Some opportunities for evaluation are not maximised. It is likely that agreed guidelines, processes and shared expectations would better coordinate and enhance evaluative practice within the college.
ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.
3. The Focus of the Review
Student Achievement Overall
ERO’s education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.
Achievement in Years 9 and 10
With the introduction of Assessment Tools for Teaching and Learning (asTTle) in 2008 the college is establishing benchmark data to measure students’ progress over time in literacy and numeracy. Results in numeracy to date indicate that in most number applications students at years 9 and 10 achieve as well as, or better than, their peers in similar decile schools. Literacy results indicate that most years 9 and 10 students make good progress as a result of targeted programmes. These data are available to teachers to assist with planning.
Junior achievement information from other curriculum areas is reported to parents but is not collated and analysed school wide.
Achievement in Years 11 to 13
New Zealand Qualifications Authority (NZQA) data about achievement within the National Qualifications Framework (NQF), and in particular for the National Certificates of Educational Achievement (NCEAs), demonstrate that the college has shown a steady rise in student achievement at Levels 2 and 3 over the past three years.
The percentage of year 11 students gaining NCEA Level 1 was 61.8% in 2008, which was an improvement on the 55% of the previous two years and just below the 63.8% of schools of a similar decile band. In 2008, 31.5% of students achieved merit or excellence as compared with 22.4% of students in similar boys’ schools. Just over 75% achieved the literacy and numeracy qualification over this three year period which is comparable to similar schools.
The percentage of year 12 students gaining Level 2 was 44.9% in 2006, 62.1% in 2007 and 72.3% in 2008. The 2008 result is above the 67.8% for students of like schools. More students gained Level 2 merit endorsements than those in similar decile boys’ schools but fewer gained excellences.
The percentage of year 13 students achieving Level 3 has risen from 45.1% in 2006 to 51.3% in 2008. This is still below the 59.7% achieved in boys’ schools of a similar decile. However, 29% of year 13 students achieved Level 2. Retention rates have improved over the last three years and this has resulted in an increased number of students gaining NCEA Levels 1 and 2 in their second year of study. Merit certificates were achieved by 22.5% compared with 18.3% in benchmark schools.
The percentage of students achieving university entrance has risen from 45.1% in 2006 to 51.3% in 2008. University entrance achievement for boys in similar decile schools was 56.8%.
Students have gained eight New Zealand Scholarship awards since the previous ERO review.
School Specific Priorities
Before the review, the board of Rongotai College was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students at Rongotai College.
ERO and the board have agreed on the following focus area for the review:
· the quality of self review.
ERO’s findings in this area are set out below.
Background
The 2006 ERO review evaluated the provisions for supporting student learning and achievement. It identified a need to support improvements in teaching practice, improve approaches for meeting the diverse learning needs of students and increase the use of achievement data.
A new principal was appointed at the beginning of term 2, 2009. The college also participated in professional development projects for Assess to Learn, Creating Pathways and Building Lives (CPaBL), literacy and numeracy. This has included staff professional learning and development (PLD) about improving student engagement.
The board proposed, and ERO agreed, that this review evaluate the quality of the college’s self-review practices and results. Information was gathered by reading relevant documentation, observing a sample of classes across the curriculum at all year levels and speaking with trustees, staff and students.
Areas of good performance
Board, management and staff have a clear understanding that self review is about improvement. It occurs at all levels in the college. Where embedded in practice, it is used to evaluate programmes and inform planning and future direction. A culture of evaluative thinking is developing.
Self review is informed by multiple voices that are actively sought and valued. Students’, teachers’, parents’ and community input is gathered through a range of methods including surveys, data analysis, focus groups and quality assurance systems. A student advisory group has recently been established. Parent community groups, such as the whānau support, Samoan parents and the parents’ association, contribute to college discussions.
Thorough and effective self review informs aspects of college operation. Examples include:
· growing use of written and oral feedback to teachers on their teaching strategies, unit and lesson planning to support continued improvements in classes;
· extensive student consultation informing innovations in careers guidance and education;
· peer review of departmental documentation; and
· departmental practices that include comprehensive reflection and in-depth evaluation of professional learning, individual class progress and inquiry.
There is a clear improvement focus.
The college as a whole is developing a model of reflective practice that informs teacher PLD. Research data, surveys and student voice have been used to develop ‘The Effective Teacher at Rongotai College’ and ‘Our Way: Effective Pedagogy at Rongotai College’. These form the basis of the structured development where teachers reflect in a number of learning community groups and feedback to whole‑staff discussions. A common understanding of internal evaluation for improvement is growing.
The quality of teaching is generally sound. Some high quality practice is evident. Examples include:
· well-organised, effectively planned lessons with high expectations for student participation and achievement;
· the use of meaningful learning intentions and success criteria that contribute to the focus and structure of the lesson;
· effective differentiation strategies that meet the needs of individuals and groups of students in the class;
· literacy strategies incorporated as an integral part of planning and delivery across the curriculum;
· student contribution to and involvement in the learning and pace of the lesson; and
· learning constructed around relevant and authentic contexts.
In classes where the above occur, students are engaged and focused. Relationships between teachers and students are supportive and affirming with learning occurring in a stimulating classroom environment.
Self review is an integral part of careers education. The college has used surveys, particularly student evaluation, and other information to assess current career education provision, identify gaps and monitor progress. As a result and with the assistance of projects such as Designed Careers and CPaBL and The Youth Apprenticeship Project, a school-wide approach where careers education has been integrated across the curriculum has been developed. Students are encouraged to understand the potential of their skills, values and interests. They learn trades, gain work experience and listen to the voices of experience in the community.
Review and use of student achievement data are areas that are developing in the college. NCEA results are effectively analysed and evaluated in some departments and across the college to show trends and patterns in achievement. Information collected on numeracy and literacy in years 9 and 10 is available to staff to assist with their planning.
Strong, affirming relationships between teachers and students are evident. Analysis of a recent review of student well-being shows that they feel safe and supported. The principles of the non‑violence policy permeate the culture of the college with students speaking of an encompassing feeling of ‘brotherhood’.
Areas for improvement
A formal framework defining self-review processes is yet to be developed. While there are many examples of internal review, they are variable in coverage, quality and impact. Opportunities for evaluation are not maximised. It is likely that agreed guidelines, processes and shared expectations would better coordinate and enhance evaluative practice within the college.
The difference between strategic and annual planning is not obvious. There is no clear multi-year development framework against which to judge progress and plan for improvement. Comprehensive targets, developed from 2008 achievement data, are included in the 2009 annual plan. However, in some cases the strategies to achieve the planned outcomes are not clearly stated or evident.
4. Areas of National Interest
Overview
ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.
To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.
During the review of Rongotai College ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.
Success for Māori Students: Progress
In this review, ERO evaluated the extent to which the school was familiar with the Māori Education Strategy – Ka Hikitia: Managing for Success and progress made since the 2006 review in promoting success at school for Māori students.
The school reports it has not yet discussed the document but expects to do so in the near future.
Background
In 2006, ERO reported that the college demonstrated a commitment to Māori, relationships between students and adults were positive and targets for raising achievement were set. In June 2008 a change of staff saw a new teacher responsible for the Māori studies department. Fifteen percent of students identify as Māori.
Areas of progress
‘Tangi te Keo’, the wharenui, is the focal point for Māori at the college. It is where Māori students and whānau gather to meet and practice tikanga Māori. Well supported by the board, the whānau has spent a long time redesigning the buildings to reflect a traditional wharenui. Carvings commissioned by the whānau were unveiled in 2008 following a traditional dawn ceremony. Whānau feel a sense of connection to the college.
A long-established partnership exists with the college’s Māori community. The Rongotai Whānau Support group meets regularly to support the Māori language teacher. It provides advice on matters of tikanga, participates in policy review, supports the maintenance and continued development of the wharenui and assists in fundraising for student activities such as kapa haka and waka ama. A member of the whānau is also an elected member of the board.
Relationships between students and adults are positive, and students articulate that teachers have high expectations of them. Senior staff successfully mentor individual students to take on leadership roles. The teacher of Māori has a significant role in providing pastoral care to students and providing professional development in te reo me ngā tikanga Māori to staff.
Māori student achievement in the NCEAs is comparable with Māori in schools of similar decile and type, but is lower than for all students in the college. Increased progress in literacy and numeracy from years 9 to 10 is evident for Māori students.
Areas for further improvement
Documents to guide school managers and staff in aspects of tikanga and kawa are limited. Whānau have identified, and ERO agrees, that through wananga the development of appropriate kawa and tikanga is needed to ensure it is embedded in the school appropriately and is able to be sustained.
Initiatives to raise Māori student presence, engagement and achievement have limited effect. Māori continue to be over-represented in stand-downs and suspensions. Students report that at times they feel isolated within the college. Retention of Māori students to year 13 is lower than for all other groups of students in the college. Staff acknowledge the need to explore strategies in teaching and learning that promote raised achievement for Māori. The college has yet to develop a shared understanding of the principles of Māori success such as those outlined in Ka Hikitia – Managing for Success. This has been identified as a priority for 2010. ERO supports this direction.
Recommendation
ERO recommends that the school undertake a comprehensive review of provision for Māori perspectives across the school. This should include review of the school culture, planning and guiding documents, the teaching and learning programmes, co‑curricular activities and the physical environment, to reflect and embrace biculturalism.
The Achievement of Pacific Students: Progress
In this review ERO evaluated the progress the school has made since the 2006 review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement. Twenty percent of the college roll, mainly Samoan students, identify as Pacific.
Areas of good performance
The board recognises the importance of meeting the needs of Pacific students. It is kept well informed about community views by two Pacific trustees. Annual targets for 2009 aim to improve the achievement of Pacific students in the NCEAs, and their attendance rates. The annual plan identifies strategies, developed in consultation with the Samoan community, to reach these targets. Trustees are responsive to the aspirations of the Pacific community.
Many Pacific students achieve as well as, or better than, their Pacific peers nationally in a range of assessments. AsTTle reading assessments at years 9 and 10 indicate that most students make appropriate progress during their time in the junior school. In most areas of numeracy they achieve above their peers nationally. In the NCEAs, at Levels 1 and 2, Pacific students achieve at the level of their peers in schools of a similar decile. The proportion of students retained through to the senior school, achieving qualifications and moving on to further study is steadily increasing.
A Pacific staff member provides effective leadership in responding to the needs and aspirations of Pacific students and their families. Students are supported by a wide ranging Pacific programme, ‘o le ala, i le pule le tautua’. This includes:
· mentoring Pacific students, including close monitoring and counselling on subject choices, and behavioural issues;
· promoting improved levels of attendance through liaison with families, stand‑down from participating in extra curricular activities, student surveys on reasons for non-attendance and positive reinforcement of good attendance through rewards, phone calls and letters home, and recognition at assemblies;
· focusing on raising academic achievement through a year 9 Pacific book club, targeted literacy classes at Level 1 and a weekly homework group;
· raising student aspirations through Pacific role model and careers days;
· having a Samoan parents’ association that meets regularly, receives formal reports on matters concerning Pacific students and contributes to decision making on Pacific programmes;
· liaising closely with families, including a range of activities that brings them into the school such as a Pacific family day, Pacific NCEA nights and a fiafia night for leavers; and
· promoting high levels of participation in a range of Pacific cultural activities including Poly Club and choirs, with the opportunity to gain credits on the qualifications framework.
Pacific students’ leadership potential is recognised and promoted. Students take an active role in organising and managing the wide-ranging activities of the Pacific programme. Each year a number of Pacific students take leadership roles in the college as prefects, sports captains and, in 2009, deputy head boy.
Students recognise the high expectations their teachers and family have of them. They are confident and articulate. Pacific students strongly identify with the college and express a sense of brotherhood amongst themselves and with other students.
Areas for improvement
Academic outcomes for Pacific students are less favourable than those for other students at the college, this is appropriately identified by the board. Many Pacific students enter the college with achievement levels lower than those of other students, and while they make progress, this is not sufficient to enable them to reach the achievement levels of other students in numeracy, literacy and the NCEAs. In 2007 47.8% of this group left with a year 12 or higher qualification, compared with 60.2% of other students and 55.8% of their peers nationally. Attendance levels for this group are lower than for all other groups.
While the college is reviewing and redefining its picture of the Rongotai student it has not yet expressed how a Pacific perspective impacts on both individual students and the school-wide physical environment.
Recommendation
ERO recommends that the school undertake a comprehensive review of provision for Pacific perspectives across the school. This should include review of the school culture, planning and guiding documents, the teaching and learning programmes, co‑curricular activities and the physical environment, to reflect and embrace multiculturalism.
Preparing to Give Effect to The New Zealand Curriculum
Schools are currently working towards implementing The New Zealand Curriculum by February 2010. During this review ERO investigated the progress Rongotai College is making towards giving full effect to the curriculum as part of its planning, organisation and teaching practice.
ERO found that school leaders and teachers at Rongotai College are making good progress towards giving effect to The New Zealand Curriculum in their planning, organisation and teaching.
Including Students with High Needs
During this review ERO investigated the extent to which the board and school leaders of Rongotai College provide an inclusive education for students with high needs. This included collecting evidence about the school’s policies, processes and practices to support the enrolment and induction of students with high needs and to support their participation and achievement at school. The information collected during this review will contribute to information that will be reported in a national education evaluation report.
Prior to a review, a board of trustees and principal attest in the Board Assurance Statement that they have taken all reasonable steps to meet their legal requirements including those detailed in Ministry of Education circulars and other documents.
The board of Rongotai College was asked to attest to whether it had ‘ensured that teachers of students with disabilities, and other contact staff, have a sound understanding of the learning needs of students with disabilities and, where necessary, have put in place support systems centred on each individual with disabilities.’ The board was also asked to attest that ‘policies and procedures that relate to students who have special education needs are implemented without discrimination’.
ERO’s findings confirm these attestations.
Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support
Rongotai College 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. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students. The school has two international students from Japan.
The school complies with all aspects of the Code.
Areas of good performance
Management effectively reviews its compliance with the Code to ensure all requirements are met. Thorough monitoring systems are established through checklists, evaluation forms and conversations involving students, homestay providers and teachers. All aspects of the Code are reviewed annually and a comprehensive action plan developed for the following year. All relevant documentation has been updated and enhanced this year.
Students’ welfare needs are well met. They receive high quality pastoral care managed through the dean of international students. This includes providing effective orientation and experiences, a point of contact and oversight for all aspects of care including warm, positive and readily available support.
The staff and students at the school embrace cross-cultural diversity. International students enjoy their New Zealand schooling experience and make New Zealand friends. They are involved in school activities including participating in school sports teams.
Areas for improvement
While the dean of international students has reviewed and monitored compliance with the Code, a report is not prepared and presented to the board that includes analysis of a range of information about student welfare, academic progress and social integration to inform future planning.
Students are not always well supported to work at appropriate levels within all classes. Differentiation of planning and teaching, monitoring of achievement and targeted staff professional development in this area are likely to further enhance the inclusion and learning of students in the classroom.
Recommendation
ERO recommends that the board undertakes a comprehensive review to determine the effectiveness of programme and teaching provision for international students.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of Rongotai College completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
· asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
· emotional safety of students (including prevention of bullying and sexual harassment);
· physical safety of students;
· teacher registration;
· stand-downs, suspensions, expulsions and exclusions; and
· attendance.
Compliance
During the course of the review ERO identified that in its invoices and information to parents the board is charging an activity fee that is, in part, used to cover the cost of equipment for curriculum delivery. In order to address this the board of trustees must:
[Education Act 1989, section 3]
6. Recommendations
ERO recommends that:
6.1 The board and senior management develop and implement a framework for self review that:
- defines and enhances self-review processes; and
- provides a robust evidential base for the continuing improvement of teaching and learning.
6.2 The board develop its strategic plan to articulate clear statements of intended learning outcomes at all levels of the college.
7. Future Action
ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.
Kathleen Atkins
National Manager Review Services
Central Region
14 January 2010
14 January 2010
To the Parents and Community of Rongotai College
These are the findings of the Education Review Office’s latest report on Rongotai College.
Rongotai College is a year 9 to 13 secondary school for boys, located in spacious grounds in the Wellington suburb of Kilbirnie. There are 637 students on the school roll, 15% of whom are Māori and 20% of Pacific heritage.
Strong, affirming relationships are evident. Analysis of a recent review of student well-being shows that they feel safe and supported. The principles of the non‑violence policy permeate the culture of the college with students speaking of an encompassing feeling of ‘brotherhood’. Pastoral care is given appropriate attention.
The quality of teaching is generally sound with some high quality practice evident in many classes. Where teachers use effective differentiation strategies to meet the range of students’ needs and challenge their thinking, students are authentically engaged in their learning and skill development.
The college introduced the use of a nationally standardised test in 2008 to measure achievement in years 9 and 10 in literacy and numeracy. Results in numeracy to date indicate that in most number applications students achieve as well as, or better than, their peers in similar decile schools. Literacy results indicate that most years 9 and 10 students make good progress as a result of targeted programmes. Data from the National Certificates of Educational Achievement show a steady rise in student achievement at all three levels over the past three years. Just over 75% achieved the literacy and numeracy qualification over this three year period which is comparable to similar schools nationally. Achievement data are being used to identify student underachievement and inform the provision of support where required.
The Board of Trustees, management and staff have a clear understanding that self review is about improvement. It occurs at all levels in the college. Where well embedded in practice, it is used to effectively evaluate programmes and inform planning and future direction. Across all college operations a culture of evaluative thinking is developing.
Self review is informed by multiple voices that are actively sought and valued. Students’, teachers’, parents’ and community input is gathered through a range of methods including surveys, data analysis, focus groups and quality assurance systems. A student advisory group has recently been established. Parent community groups, such as the whānau support, Samoan parents and parent teacher association contribute to college discussions.
Self review is an integral part of careers education. The college uses surveys, particularly student evaluation, and other information to assess current career education provision, identify gaps and monitor progress. As a result, and with the assistance of a number of projects, a school-wide approach where careers education is integrated across the curriculum has been developed.
A formal framework defining self review at Rongotai College is yet to be developed. While there are many examples, they are variable in coverage, quality and impact. Some opportunities for evaluation are not maximised. It is likely that agreed guidelines, processes and shared expectations would better coordinate and enhance evaluative practice within the college.
Future Action
ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.
Kathleen Atkins
National Manager Review Services
Central Region
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
· improve educational achievement in schools; and
· provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting is based on three review strands.
· School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.
· Areas of National Interest – information about how Government policies are working in schools.
· Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.