CONFIRMED EDUCATION REVIEW REPORT:
WAINUIOMATA HIGH SCHOOL

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

1    About the School

¹ Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2    The Education Review Office (ERO) Evaluation

Wainuiomata High School is a year 9 to 13 co-educational secondary school located in Wainuiomata, a suburb of Hutt City. It features a wharenui and a purpose built student support service building, Te Matariki, that is the centre of extensive pastoral care provision for students. There is an attached alternative education site. At the time of this review, in June 2009, the school had a roll of 933 students, 40% of whom identified as Maori.

Engagement and consultation with parents and the wider community are features. Many opportunities for dialogue are provided and a partnership approach is promoted. A particularly effective example is the introduction of learning conferences which promote three way discussions between students, their parents and teachers about their progress.

There is an effective framework for self review to guide the school's strategic direction and assist the Board of Trustees in its decision making. The board is focused on and committed to improving outcomes for students by raising academic achievement, increasing attendance and placing a particular emphasis on their well being.

The principal demonstrates high quality professional leadership. He actively promotes and models a culture of continuous self review and high expectations for behaviour and learning. He strongly promotes the school's vision of inspiring young people 'to become lifelong learners who positively contribute to society'. He is ably supported by, and works closely with, the senior management team, each member of which has a particular area of responsibility.

As a result of systematic self review there are many well considered initiatives to motivate students to achieve and encourage their engagement and attendance. These include refocusing on the consistent application of common classroom practices, implementing restorative practices and conferences and investigating boys' achievement levels. Teachers are involved in regular professional learning to meet the diverse needs of students. Self review is fostered through weekly staff meetings where best practice is shared at 'bring and brag' sessions.

Wainuiomata High School has a good reporting history with ERO. The next steps are to continue focusing on the use of revised guidelines for classroom management, and develop the use of assessment data in years 9 and 10 to inform planning and teaching in classrooms to meet the differentiated needs of students.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO is likely to carry out the next review of the school 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

Information from assessments for students in years 9 and 10 is collated for reporting to parents. Achievement is shown against core curriculum objectives and skills in different subject areas. These are measured against standard criteria as basic, proficient and advanced attainment in curriculum levels. Departments calculate the percentage of those meeting particular standards indicating achievement across subjects.

The school uses Assessment Tools for Teaching and Learning (asTTle) for mathematics and reading in years 9 and 10. Departmental analysis compares results of students tested in year 9 mathematics at the start of the year with their achievement by the end of years 9 and 10. This shows little progress for the year 9 students during 2008 and for year 10 students since their testing at the end of year 9. Analysis of results in reading in November 2008 shows that student achievement was below national expectations in both years 9 and 10, and particularly in the latter. There was, however, some progress, (one sub level), between March 2008 and March 2009 for both year groups.

Achievement within the National Qualifications Framework

The National Certificates of Educational Achievement (NCEAs) are New Zealand's official national qualification for secondary school students and part of the National Qualifications Framework (NQF).

Since 2006, results rose from 53.7% of year 11 students achieving Level 1, to 65.7% in 2007, the latter being above national levels, and for schools of the same decile. However, the results for Level 1 declined to 45.2% of year 11 students in 2008.

Those achieving the minimum numeracy requirements for Level 1 increased from 77.8% in 2006 to 86.5% in 2007 to 89% in 2008. The equivalent requirements in Level 1 literacy rose from 72.2% to 81.6% in 2007 but declined to 68% in 2008.

The percentage of year 12 students achieving Level 2 in 2008 has improved from previous years, from 37% in 2006, 45.1% in 2007 to 55.9% in 2008. These results are just below national levels and for schools of similar decile. Results for Level 2 merit endorsements have improved from 1.8% in 2006 to 6.5% in 2007 with a slight decline to 5.9% in 2008. Results for year 13 students achieving Level 3 improved markedly in 2007 and were just slightly below the results for schools of similar decile, rising from 21.6% in 2006 to 43.6% in 2007. Results for 2008 declined to 27.5% which is considerably lower than national results and for schools of similar decile.

Information about the achievement of Maori and Pacific students is referred to in section 4 of this report.

School Specific Priorities

Before the review, the board of Wainuiomata High School 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 Wainuiomata High School.

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.

The Quality of Self Review

Background

The school has a positive reporting history with ERO. The 2006 ERO review noted: strong professional leadership; a collegial, reflective and professional staff culture; effective initiatives to promote student motivation and appropriate behaviour; and a strategic focus on raising student achievement. The review recommended embedding formative assessment and differentiation of programmes, and monitoring attendance levels.

Since the 2006 review, staff professional learning has continued to be a major focus. All teachers are involved in inquiry learning with an emphasis on one of seven strategic areas. Professional learning circles are used to monitor 'target' students and to inform the effectiveness of the inquiry process. The board's main goal is to raise achievement for all students to national means.

In keeping with this goal, the board requested and ERO agreed to evaluate the quality of self review and how outcomes improve practice. Information for this report was gathered by speaking with trustees, senior managers, teachers and students, observing classes and examining relevant documentation.

Areas of good performance

The board is focused and committed to improving outcomes for students by raising academic achievement and increasing attendance and pastoral engagement. There is an effective framework for self review to guide the school's strategic direction and assist the board in its decision making.

This includes:

• an annual self assessment of board performance as a group and individually;
• extensive consultation with parents, wider community, staff and students;
• a well developed strategic plan that has measurable goals, action plans, responsibilities and performance indicators;
• a detailed review of the annual plan that contains clear analysis about outcomes and future implications of each strategic goal; and
• use of comprehensive initial analysis of data showing overall levels of attainment in the NCEAs in 2008 to inform strategies to raise levels of achievement.

The principal continues to demonstrate high quality professional leadership. He actively promotes and models a culture of continuous self review, has high expectations for behaviour and learning and encourages staff to become reflective practitioners. This includes opportunities to evaluate and receive feedback on their leadership skills. The principal has led the development of a collegial climate.

Management has established strong quality assurance systems. An example is the effective triennial audits of faculties. These incorporate extensive reviews of department operations, management, teaching practices and analyses of student surveys. Progress is reviewed since the previous audit and specific recommendations are made for further development. These give clear direction for continuing improvement.

As a result of systematic self review the school has developed many well considered initiatives to motivate students to attend, achieve and engage.

These include:

• expanding the range of year 10 option classes;
• adopting the Raising Achievement Amongst our Youth Scheme (RAAYS);
• offering new courses such as Samoan language and media studies;
• refocusing on the consistent application of common classroom practices including the revised 'Seven Steps to Success';
• effectively using text message notification for absence;
• introducing a new student information management system;
• implementing restorative practices and conferences;
• developing the use of learning progress portfolios; and
• encouraging students to self assess in their progress reports.

Teachers are involved in regular professional learning to meet the diverse needs of students. Self review is fostered through weekly staff meetings where best practice is shared at 'bring and brag' sessions. The inquiry learning approach has been reviewed. All staff, supported by a peer coach, are involved in a self selected strategic area such as Manaakitanga and boys' achievement, to develop and foster teacher practice.

Engagement and consultation with parents and the wider community are features of the school. Many opportunities for dialogue are provided and a partnership approach is promoted. A particularly effective example is the introduction of learning conferences which promote three way discussions about student progress. Changes in format have resulted in attendance by parents/whanau at these student led meetings more than doubling.

Areas for improvement

The use of revised guidelines for classroom management is not embedded across the school. As a result, focused learning is not evident in all classes.

While achievement data in some curriculum areas for students in years 9 and 10 are collected and analysed, these are not well used to inform classroom planning and teaching to meet the differentiated needs of students. In addition, school wide analysis is not accompanied by extended commentary to better enable trends and patterns to be understood and to enhance decision making and forward planning.

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 Wainuiomata High School 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 Maori Students: Progress

In this review, ERO evaluated the extent to which the school was familiar with the Maori Education Strategy - Ka Hikitia: Managing for Success and progress made since the 2006 review in promoting success at school for Maori students. In 2009, there are twelve Maori members of staff, eight of whom are teachers. Five board members also identify as Maori. These levels have increased since ERO's 2006 review and students now have many role models in the school. Forty percent of the roll, 374 students, identify as Maori.

The school reports it has taken Ka Hikitia into account when revising planning documents for this year.

Areas of progress

The board and staff have clear goals and high expectations for the achievement of Maori students. These are articulated in the school charter, strategic plan and management documents.

There continues to be extensive consultation with the Maori community. Hui are held once a term and are well attended. Student achievement information is shared, Maori parents and whanau are regularly surveyed on school matters and believe that their opinions are valued.

Assessment results for Maori students at senior level continue to be well analysed and reported to the board. There was considerable improvement in Maori achievement at NCEA Level 1 reaching 63% in 2007. In 2008, however, in line with the school results, achievement declined with only 32% of Maori students gaining Level 1.

In response to the reviews of Maori student engagement and achievement, the school has introduced a range of strategies and interventions. These add to the significant good practice that was identified in the 2006 report. The student engagement initiative focuses on consistent classroom practice and provides teachers and students with established rules and routines.

Staff professional learning continues to be a strong focus for the school. Twenty staff are now involved in the Manaakitanga project which uses student narratives to assist teachers to engage with students in culturally appropriate ways. Learning conferences, introduced in 2008, provide a significant opportunity for parents to find out about their children's progress.

Area for improvement

Attendance and punctuality patterns for some Maori students still need to be addressed. Senior management is aware of this and while utilising some strategies for improvement, is investigating further interventions.

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. Nine percent of the students at Wainuiomata High School identify as Pacific, the majority having Samoan heritage. There are four Pacific teachers and one Pacific trustee.

Areas of good performance

At the time of ERO's 2006 review, the school had appointed a Pacific dean whose focus was to support and enhance Pacific cultures and issues. This staff member continues to develop programmes for Pacific students, provides advice and guidance and liaises with families.

The school has extended opportunities for students to acknowledge and celebrate their cultural backgrounds, including the introduction of the Samoan language. A Pacific cultural group has been established, led by Pacific staff and students.

Links with Pacific families have been strengthened with consultation taking place once a term. These fono are well attended and student achievement information is shared and successes celebrated. Pacific families are also consulted during the development process of the school charter and strategic plan.

Overall, Pacific students speak positively about their experiences at Wainuiomata High School. They enjoy their relationships with teachers and feel valued and part of the school community. Many senior Pacific students have assumed a variety of leadership roles including prefects, peer mentors, peer mediators and school council representatives.

Area for improvement

NCEA results for 2008 show that 35% of year 11 Pacific students gained Level 1, 50% gained Level 2 and 20% gained Level 3. These are below national comparisons for Pacific students. The school has identified the need for further strategies to improve these levels of achievement. Raising achievement for Pacific students remains a school priority.

Implementing The New Zealand Curriculum in 2010

Progress to date

In preparing for teaching The New Zealand Curriculum in 2010 the school has:

• linked its vision and mission statements with the values and principles of The New Zealand Curriculum;
• had discussions and meetings including school wide professional development;
• developed and reviewed units of work at department level;
• established a key competencies committee to work on implementation; and
• devised a method for student self assessment and reporting against the key competencies.

Next steps

The school has decided that its priorities for preparation over the next three to six months are to:

• engage in further whole staff and departmental professional development;
• use the key competencies committee to work through school wide implications of implementation; and
• continue to develop, trial and review units of work at departmental level.

Thinking about the Future

ERO is currently discussing with secondary schools how they are thinking about the future and what it might mean for their students.

The school reports that the board and senior managers have considered the future demographics of the region and the implications for the school roll and future growth. They are also researching and considering options for the structure of the school timetable, junior programme delivery and the development of trade academies to provide alternate pathways for senior students.

Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Wainuiomata 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. 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 complies with all aspects of the Code.

Areas of good performance

Policies and procedures closely follow the guidelines of the Code for accommodation and welfare. These ensure homestay practices are known and understood and that appropriate safety provisions are in place for student well being.

Support services are tailored to meet student needs. Students report feeling comfortable and safe in the school and at their homestay accommodation. The international student dean meets regularly with students to discuss matters pertaining to their needs.

Programmes of learning are selected to include a combination of English for Speakers of Other Languages (ESOL) and mainstream subject classes. Students receive tuition at individually appropriate levels with relevant English language support. ESOL classes cover the speaking, listening, writing and reading modes in teaching English. A variety of strategies for learning contribute to an interactive and positive working environment.

The ESOL teacher has taken part in recent and relevant professional development for the English Language Literacy Progressions (ELLP). This is of assistance in planning programmes of learning.

Areas for improvement

Comprehensive review of the provision for international students is not an established practice. The board does not receive in depth analysis of student progress based on achievement data.

The school has identified various goals for 2009 and new initiatives. These include:

• extending the range of experiences and outings for students;
• developing strategies for student integration into the school; and
• encouraging and increasing contact between the student and school and their homes overseas, by facilitating regular and assisted email access.

ERO endorses these initiatives which are likely to enhance opportunities for students. Sharing professional development for ELLP across all staff who teach international students is likely to highlight appropriate support.

Recommendation

ERO recommends that the board and management conduct a review of the requirements of the Code and provision for international students.

Adult and Community Education (ACE):
Meeting Quality Assurance Arrangements

Wainuiomata High School is funded to provide ACE programmes and must meet the requirements of the ACE Quality Assurance Arrangements for Providers of Adult and Community Education.

The school has attested that it meets all these requirements.

5    Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and principal of Wainuiomata High School 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

ERO's investigations did not identify any areas of non compliance.

In order to improve current practice, the board of trustees should:

• provide a definition and criteria for identifying gifted and talented students to meet their needs in classrooms and across the school; and
• ensure there is better documented evidence to support feedback against the professional standards in the appraisal process to further enhance teacher performance.

6    Recommendation

ERO and the board of trustees have developed the following recommendation, that:

6.1   Management and teachers will review and further develop;

    - the use of student achievement data in years 9 and 10; and

    - the embedding of behaviour management processes to improve learning outcomes for students.

7    Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO is likely to carry out the next review of the school in three years.

Dr Graham Stoop
Chief Review Officer

11 August 2009