Education Review Office (ERO) Report 2010

Summary Report, May 2010

Year 9 - 13, co-educational, decile 10
Largest secondary school in East Auckland - 2243 students (49% NZ/other European, 44% Chinese/Indian/Asian, 4% Māori/Pacific), plus 211 International students (largest provider in NZ?)
High profile due to student achievement in academic and co-curricular areas.
Very good history of ERO reporting.
Very good record of student achievement.
Ongoing strategic change management with a focus on teaching and learning.
2007 ERO report recommended consolidating and extending school-wide developments in best teaching practice, improved planning and reporting (including for Māori students), and strengthening governance procedures through improved self review.

Focused response to last ERO review re consolidating and extending developments in best teaching practice.
Development of school programmes to collect, store and use data means that review is based on a wealth of information.
Ongoing effective strategic change management with a focus on teaching and learning.
Improved strategic alignment of annual goals, faculty annual plans and appraisal - all focused on sustained high level of achievement.
Professional tone throughout the school.
High quality leadership from principal, supported by capable SMT. Key role models to others.
Entrepreneurial leadership from principal, BOT and executive committees.
High expectations of involvement at all levels.
Excellent website facilitates communication with home and community.
Growing range of avenues to engage parents, whānau and community.

Using the data at a strategic level:

for groups of students - Māori, Pacific, International, plus school-identified groups;
evaluating impact of initiatives at strategic level;
communicating the results of evaluations in an effective way to support trustees in their governance process on meeting NAG requirements.

Ensuring annual appraisal and performance agreement for principal is formalised.

School managers and staff focused on ongoing improvement of teaching and learning across the school.
High levels of commitment from all staff - all share the vision and mission.
Use of achievement data for teacher reflection - brings more accountability for improving achievement results for all students.
Comprehensive in-house professional development programme, including sharing of best practice.
Significant vocational course development - shows commitment to diversity of learners.
Literacy and numeracy enrichment options for identified students at Year 9/10.
Availability of Te Reo Māori to Year 11 (area of growth).
Updating of schemes and unit plans to incorporate NZC - a lot of work done by HOFs/HODs.
Incorporation of NZC key competencies and values into unit plans.
Range of qualification pathways available to students.
New appraisal cycle requires use of data for teaching with inquiry - consistent with NZC.

Ensuring that recently developed appraisal systems are effectively implemented, including the required assessment of teacher performance against professional standards.

High levels of student achievement across the school (including Māori and Pacific students).
Balanced achievement focus - academic, co-curricular, service.
Impressive record in NCEA Scholarships and CIE Top-in-the-World/Top-in-New Zealand awards.
Continuous improvement focus.
Focused programmes to effectively deal with meeting identified targets.
High levels of co-curricular participation and achievement.
Ability to closely track individual student progress.
Strong focus on meeting needs of each individual student.
School is focused on student achievement and progress.

Developing ways to using data more effectively:

setting measurable targets to support the progress of groups of students (including Māori, Pacific and International students);
developing commentary and analysis to assist decision making;
exploring possibilities for sharing student progress data with students and parents.

Excellent school tone - positive, professional, respectful.
Very good standard of teaching observed consistently across the school, with several examples of high performance.
Focus on learning.
High levels of student participation in learning.
High student motivation.
Range of opportunities for student leadership.
Excellent relationships observed between and among students and teachers.
Whānau system - a great strength, also supports a range of school-wide initiatives and programmes and provides a family atmosphere in a large school.
High standard of pastoral care.
Safe and inclusive school culture.
High attendance and retention rates.
Students have strong sense of belonging and pride in the school.
Excellent incorporation of service/contribution components.

Continuing to develop the use of formative assessment strategies (eg learning intentions and success criteria) and the use of data by teachers to identify and meet student needs within classrooms.
Develop student involvement in setting learning goals and understanding the learning process.

Formalised reporting to BOT about international students' academic and social achievement as a group and over time.