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Education Review Office - 2010 Report

May 2010

1. The Education Review Office (ERO) Evaluation

Freyberg High School, in Palmerston North, provides students with a wide range of programmes and learning pathways appropriate to their differing needs and interests. Students succeed in a range of academic, sporting and cultural activities. Those involved in sports, dance, drama, music, Māori and Pacific performing arts regularly gain success in regional and national events. Diversity, inclusion and achievement are frequently and publicly celebrated. Students, staff and trustees demonstrate pride in their school.

The strong culture of support contributes to increased participation in learning. Positive, affirming relationships promote student engagement. Most students demonstrate a strong work ethos. Seniors in particular can articulate their achievement and progress. The recent introduction of reflective logs contributes to improved student self management and awareness of the learning process.

In 2009, increased percentages of senior students gained National Certificates of Educational Achievement (NCEAs) at each level in comparison with 2005, the year of ERO’s previous review. At Levels 1 and 3, students gain certificates at comparable rates to their peers in similar schools. Departments collect achievement information to inform aspects of teaching and learning in Years 9 and 10. However, data are not collated to determine overall achievement levels or assess progress in the junior school. Improved use of achievement information school wide is an area for development and review.

Teachers use a range of effective strategies to engage and motivate students. They provide regular opportunities for students to access extra support when necessary. School curriculum initiatives suitably reflect the principles of The New Zealand Curriculum, including localised, authentic contexts and a focus on developing competencies for lifelong learning. Students at risk of not achieving and those with high and diverse needs participate in targeted programmes and most make progress.

Students receive high levels of pastoral care. They are well supported to make informed programme choices. School-wide developments in restorative justice contribute to students’ continued attendance and encourage them to take responsibility for their actions. Students have confidence to approach staff and value the assistance provided.

Teachers actively undertake professional development to further improve outcomes for students. Sustainability and capability are also developed through a range of leadership opportunities at all levels of the school.

Three new appointments have been made to the senior leadership team from within the school since the previous review. The principal was appointed in 2008 and two deputy principals were appointed in 2009 and 2010 respectively. Senior managers continue to embed the new system of distributed leadership. The board and senior leaders actively promote the school values of innovation, caring and excellence. They work collaboratively to continue to raise student achievement. Trustees take all reasonable steps to ensure students’ safety.

Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within three years.

2. Freyberg High School’s Curriculum

How effectively does the curriculum of Freyberg High School promote student learning: engagement, progress and achievement?
School context and self review

Three new appointments have been made to the senior leadership team from within the school since the 2005 ERO review. The principal was appointed in 2008 and two deputy principals were appointed in 2009 and 2010 respectively. A system of distributed leadership has been implemented.
The New Zealand Curriculum (NZC) and related pedagogy have been a significant focus for professional development and review. Strategic and annual plans provide direction for staff to continue to refine and embed the school’s curriculum.

Self review of some school practices and programmes has contributed to improved outcomes for students. School-wide senior achievement information is presented to trustees and staff with some analysis included. Departments analyse NCEA data and alter programmes and teaching approaches in response.

In 2009, increased percentages of senior students gained the NCEAs at each Level in comparison with 2005, the year of ERO’s previous review. At Levels 1 and 3, students gain certificates at comparable rates to their peers in similar schools. The improvement is most marked at Year 13. Level 3 merit and excellent endorsements improved significantly and are higher than decile 4 to 7 schools nationally. Students gained 13 New Zealand Scholarship awards. Māori students achieve qualifications at a level similar to Māori nationally.

Numeracy and literacy information is collected for students in Years 9 and 10. The data assist class placement and some teachers are beginning to use this information to modify teaching strategies and respond to the needs of students. Currently, data are not collated in year groups to determine overall achievement levels or assess progress in the junior school
A database to track student achievement from enrolment through to Year 13 is under development. A 2010 goal is to continue to improve teaching practice through better use of student achievement information.

Areas of strength

  1. The strong culture of support for students across the school contributes to increased participation in learning. Positive, affirming relationships promote engagement. Most students demonstrate a strong work ethos. Seniors in particular can articulate their achievement and progress. Some juniors are beginning to develop this capability. The recent introduction of reflective logs contributes to improved self management and awareness of the learning process.
  2. Teachers use a variety of effective strategies to engage and motivate students. Examples seen in most classrooms include: teachers showing excitement in learning; providing clear instructions and exemplars of achievement; building on students’ prior knowledge; peer and cooperative learning activities; and questioning to extend thinking. High levels of individual help are evident during lessons. Students also access scheduled lunchtime and after school classes for individual tuition.
  3. A wide range of programmes provides students with clear learning pathways appropriate to their diverse needs and interests. Students are well supported to make informed programme choices, across and within subject areas at all year levels. The planning for a new system to assist students to track their own progress throughout the year is in the initial stage of development.
  4. School curriculum initiatives suitably reflect NZC principles. In some recently revised department schemes, teachers include localised contexts for learning. Lesson planning is beginning to include key competencies to further engage and motivate. ‘Place-based learning’, a recently-implemented initiative, encourages students’ sense of belonging, promoting supportive relationships among students and with their teachers.
  5. Careers department staff provide students with focused learning experiences and opportunities for achievement in areas of interest relevant to their futures. A scheduled initiative to provide whānau teachers with information from individual interviews with all Year 9 students forms part of the school’s wider focus on monitoring student achievement and progress.
  6. Programmes and practices suitably promote Māori student achievement. Positive relationships among students and with their teachers underpin engagement and learning in the Rumaki and wider school environment. Students appreciate the Rōpu Kaupapa Māori, equal opportunities with their peers and the success for all in kapa haka.
  7. Diversity is celebrated within an inclusive and caring culture. Student-run assemblies, newsletters to the community and success in public performance by Māori and Pacific students contribute to a strong sense of belonging and pride. Students are encouraged to develop as individuals with a sense of community. Seniors and juniors have leadership opportunities that allow them to contribute to school affairs and beyond.
  8. Programmes for students at risk of not achieving and for those with high and diverse needs are clearly targeted. Available resources are well used. Within the extensive range of support programmes, teachers and teacher aides closely monitor students’ progress and support them to achieve. Students are well engaged in learning. Outcomes have improved through focused interventions and regular review.
  9. School-wide developments in restorative justice purposefully contribute to students’ continued attendance at school and encourage them to take responsibility for their actions. Students generally have confidence to approach staff for help and value the assistance provided.
  10. International students are appropriately helped to develop their English language and become involved with school activities. They have regular opportunities to discuss any pastoral needs with supportive staff. Students experience mostly friendly interactions with their peers.
  11. Teachers actively participate in professional learning and development (PLD) opportunities. A school-wide goal for 2010 is to use data more effectively to improve teaching and learning. Regular cross-departmental meetings and scheduled, termly observation of teachers by senior managers contribute to strengthening professional practice.
  12. A sound appraisal process promotes ongoing self reflection, with some teachers demonstrating in-depth consideration of outcomes for students. Comprehensive guidelines support the process. Teacher capability is also developed through leadership opportunities at all levels of the school.

Areas for development and review

  1. ERO and the board agree that the use of assessment information should be strengthened to continue to raise student achievement. Priorities include:
    • the development of school-wide expectations for the collation, analysis and consistent reporting of data from Years 9 to 13; and
    • building on current good practice to strengthen the use of data for classroom, department, management and board review and target setting.
  2. The low reading age of many boys on entry to Year 9 results in boys performing at lower rates than girls in the NCEAs. Trustees and ERO agree that it will be beneficial for the school to explore further strategies to engage these boys in learning and raise their achievement in the NCEAs.
  3. Staff responsible for international students monitor their education and care and report annually to the board. ERO and the board agree that, as a measure of good practice, it is timely to review the overall provision for international students to investigate where enhancements could be made.
  4. Senior leaders identify, and ERO concurs, that embedding the recently established distributed leadership model is an ongoing focus for the school. An initial priority is to define leadership roles beyond those of senior managers.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Freyberg 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 legal obligations related to:

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

ERO’s investigations did not identify any areas of concern.

4. Future Action

The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning: engagement, progress and achievement. ERO is likely to carry out the next review within three years.

Kathleen Atkins
National Manager Review Services
Central Region

5. About the School

School type: Co-educational State Secondary (Years 9-15)
Decile rating: 6
School roll: 1427
Number of international students: 11
Gender composition: Female 57%, Male 43%
Ethnic composition: New Zealand European/Pākehā 60%, Māori 31%, Asian 4%, Pacific 3%, Other ethnic groups 2%
Special features: Immersion Class
Facilities for students with hearing impairments and special needs.
Review team on site March 2010
Date of this report: 31 May 2010
Previous three ERO reports: Education Review - November 2005
Education Review - November 2002
Accountability Review - October 1998

 

 

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