Karamu High School ERO Report
18.09.2009
- About The School
- The Education Review Office (ero) Evaluation
- The Focus Of The Review
- Areas Of National Interest
- Board Assurance On Compliance Areas
- Recommendations
- Future Action
- Community Page
- General Information About Reviews
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.
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
About The School
Location: Hastings
Ministry of Education profile number 229
School type Secondary (Year 9 - 13)
Decile rating[1] 4
Teaching staff:
Roll generated entitlement 54.71
Other 1.15
Number of teachers: 60
School roll: 757
Gender composition Female 53%, Male 47%
Ethnic composition NZ European/Pakeha 70%, Maori 24%, Pacific 1.9%, Other ethnic groups 4.1%
Special features: Akina Activity Centre
Review team on site: July 2009
Date of this report: 18 September 2009
Previous ERO reports: Education Review, June 2006, Education Review, December 2002, Accountability Review, November 1998, Assurance Audit, April 1995, Review, May 1991
______________________
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
The Education Review Office (ero) Evaluation
Karamu High School is a co-educational secondary school for students in Years 9 to 13, located in Hastings. At the time of this July 2009 review the school roll was 757 students, 24% of whom are Maori.
The new principal, senior managers and trustees have a clear strategic focus on developing school facilities, raising student achievement levels and promoting a culture of success. The percentage of students who achieve National Certificates of Educational Achievement (NCEA) at all levels is higher than comparable schools. Comprehensive review processes at Years 11 to 13 are focused on improving outcomes for students.
Positive and inclusive relationships underpin student learning. Students are respectful, cooperative and friendly towards each other. Relationships between teachers and students are warm and encouraging.
A wide range of successful initiatives support students to develop confidence as learners. Transition strategies and the use of senior student mentors support Year 9's engagement as they join the school. Oral communication and performing arts are a focus and a wide range of learning opportunities and pathways are available to students. Staff are supportive and responsive to students emerging interests and abilities in many sporting and cultural fields. There are increasing opportunities for students to develop leadership skills at Years 12 and 13, as contributions and ideas are valued and considered by managers.
The extent to which teaching practice supports high levels of student engagement in learning varies across the classrooms and year levels. Some very good practice is evident, where a range of approaches and strategies are used to encourage active involvement of students in their learning. In these classes, opportunities for students to be self-directed learners are increased. Achievement data is used effectively by these teachers to respond to the range of individual students' needs in a planned way. Raising practice to a consistently high level is the next challenge for school managers and teachers.
Maori, and students from other ethnic backgrounds, benefit from a schoolwide culture that promotes tikanga Maori. Many Maori students achieve significantly better than Maori students nationally in NCEA. However, some aspects of retention and achievement for other Maori students have been identified as requiring further assistance. In response to these concerns, the board and staff have already introduced a number of new initiatives directed towards increasing Maori students' engagement and success.
In 2008, the principal and senior managers recognised that learning support provision required review and development. The subsequent introduction, in 2009, of mainstream homerooms at Years 9 and 10 positively impacts on many of these students' engagement and confidence as learners. However, a clear strategic framework is needed to guide further improvements.
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.
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.
The board is well informed about student achievement in the senior school. Robust analysis occurs at department and senior management level. Assessment results are compared to schools nationally, locally and those of similar size and student population. Schoolwide data analysis includes comparisons with historical information, between genders and for different ethnic groups. Reporting to the board has improved since the June 2006 ERO report and trustees set appropriate goals and targets for the year based on the reported assessment data. Targets have included raising the number of merit and excellence grades and endorsements achieved by students.
The percentage of students who achieve National Certificates of Educational Achievement (NCEA) at all levels is higher than comparable schools.
In 2008, the percentage of Year 13 students achieving NCEA Level 3 increased markedly. University entrance completion levels continue to exceed national averages. The percentage of students who meet literacy and numeracy requirements are at similar levels to decile and national averages.
A smaller proportion of Year 12 and 13 students leave school with at least Level 2 NCEA than do students in other schools nationally, although this shows improvement since the previous report. Student retention is lower than for schools of the same decile. The number of students leaving school with no qualifications is higher than the national average. This remains a focus for the school community.
Maori students at Karamu achieve significantly better than Maori students nationally in NCEA at Levels 1, 2 and 3 and in university entrance. This is based on students who participated in a course allowing success at that level.
Senior managers collect a wide range of information in relation to students entering at Year 9. In 2009, Canterbury Education Monitoring data was collected for most students. This baseline information will be used when these students reach Year 11 to measure the progress they have made at school. Entrance testing was used to place students into classes based on their ability in reading and mathematics.
At Years 9 and 10, Progressive Achievement Tests (PAT) in reading comprehension and mathematics are administered. This data is not yet well analysed and summarised for trustees in order to reflect on possible schoolwide targets or interventions, or to measure progress. It is made available to teachers with an expectation that they will be more aware of the range of student ability within each class.
Reports to the board and community also acknowledge the considerable success of students across the school in a wide range of sporting and cultural activities.
School Specific Priorities
Before the review, the board of Karamu 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 selfreview information) and the extent to which potential
issues for review contributed to the achievement of the students at Karamu High School.
ERO and the board have agreed on the following focus area for the review:
- developing confident, engaged learners.
ERO's findings in this area are set out below.
Developing Confident, Engaged Learners
Background
Since the previous ERO report, trustees and staff have focused on increasing students' engagement and pride in attending Karamu High School. They have implemented strategies to support students' sense of belonging and on raising confidence in themselves as successful learners. The Maori Education Strategy, Ka Hikitia, is used as a supporting document when considering how to foster a culture of harmonious relationships. ERO agreed to evaluate the effectiveness of strategies to develop confident, engaged learners.
Areas of good performance
- Relationships
Positive and inclusive relationships underpin student learning. Students are respectful and friendly to each other and towards adults. They work well together, cooperating and supporting the learning of peers. Teachers demonstrate that they know students well. Students feel well supported by the pastoral care team. Many teachers are strong role models for students within the school. Relationships between teachers and students are warm, encouraging and learning focused. - Teaching
Teaching practices support high levels of student engagement in most classrooms. A range of approaches and strategies are used. In most classes lessons are interactive with many teachers encouraging active involvement and discussion amongst the students in their class. In such classes teachers demonstrate energy and enthusiasm, making tasks relevant and meaningful for students and often linking material to prior learning or to other curriculum areas. Most teachers use effective and challenging questioning to prompt student thinking. Consequently, students are confident participants in their lessons. - Senior review
Curriculum review practices at Years 11 to 13 are very well developed. A strong and relatively consistent approach is applied across the school in the collection, analysis and use of student achievement information. The guidelines and expectations are clear. All teachers analyse and reflect on student achievement in their Years 11 to 13 courses. Department and schoolwide analysis is thorough. It includes historical comparisons and reflection against national, decile and other schools data. Achievement patterns for groups of students are identified and possible improvements considered. Comprehensive review processes clearly focus on improving outcomes for students. - Success culture
Recently introduced strategies to acknowledge students' efforts, achievement and progress help build students sense of pride and commitment to learning. A broader range of achievement across academic, sporting and cultural fields is acknowledged since the previous ERO review. Students achieving at merit and excellence level have their success celebrated in school assemblies. Letters to families invite students who constantly strive for their best to attend good report morning teas with senior staff. Students appreciate that their successes are acknowledged and celebrated. - Student confidence
A wide range of successful initiatives support students to develop confidence as learners. Transition strategies and the use of senior mentors support Year 9's engagement as they join the school. Staff encourage students to take risks as learners. Oral communication and performing arts are a focus within the school and students appreciate the social confidence this engenders. There are increasing opportunities for students to develop leadership skills at Years 12 and 13. Their contributions and ideas are valued and responded to. A wide range of learning opportunities is available. Staff are supportive and responsive to students' emerging interests and abilities in many sporting and cultural fields. - Pathways
Students have access to a suitable range of learning pathways towards qualifications. Students participate in multi-level study that allows them to take courses above and below their year group. Many departments and teachers provide a range of adapted programmes within their senior classrooms. There are opportunities for students to participate in community-based work programmes such as Gateway and Secondary Tertiary Alignment Resource courses. A careers interview and goal setting process at Years 11 to 13 supports an achievement focus and engagement for senior students.
Areas for improvement
- Meeting individual needs
In most junior classrooms teaching is based on whole class approaches. Teachers will sometimes respond to the variety of needs and abilities by altering tasks, timing or expectations during the lesson. However, few teachers use achievement data to respond to the range of individual students needs in a planned way. There has been little schoolwide professional learning and development in teaching pedagogies aimed at purposeful differentiation. Examples of good practice do exist within the school and could be usefully shared to develop a collective understanding of what is best teaching practice for students. - Self-directed learning
In most classrooms learning is predominantly teacher directed. The use of formative assessment practices, including sharing lesson outcomes and assessment criteria, student self assessment, peer assessment and goal setting, varies. Student use of digital technologies was infrequently seen during the course of this review. As staff continue their development towards the introduction of the new curriculum they should consider increasing opportunities for students to take more control of their own learning. - Junior assessment review
The use of Years 9 and 10 assessment information to improve programmes for students is variable. Inconsistencies exist, both schoolwide and across departments, in the collection, analysis, use and reporting to the board of Years 9 and 10 achievement information. It is timely to transfer the good practice evident in senior review to this area of the school. Senior mangers identify this as their next development in review. - Learning support
In 2008, the principal and senior managers recognised that learning support provision required review and development. The 2009 introduction of mainstream homerooms at Years 9 and 10 positively impacts on these students' engagement and confidence as learners. Nevertheless, a much clearer and strategic framework is still needed to guide further improvements in aspects such as establishing individual educational plans written in consultation with families and all educators.
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 Karamu 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 last review in promoting success at school for Maori students.
The school reports it has considered Ka Hikitia and made changes to some of its practices as a result.
Background
The areas of good performance in the June 2006 ERO report have been sustained. The area for improvement around departmental use of Maori student achievement data has been addressed. Departments are now collect and analyse, and report on strategies to improve Maori student
achievement.
Areas of progress
- Strategic approach
The values and strategies underpinning Ka Hikitia impact positively on policy development and strategic planning. Policies outline a broad range of ongoing initiatives that aim to improve outcomes for Maori students. One of the current schoolwide goals is to ensure that Maori enjoy education success as Maori. This goal is supported by development plans, many of which are visible in action. These include schoolwide professional development together with student and whanau-based initiatives. Trustees receive well analysed information regarding Maori students'achievement and are supportive of initiatives to help improve participation and success of Maori students. The board and staff have a focused and determined approach to raising the achievement of Maori students.
- Self review
Senior leaders and staff comprehensively review all learning programmes to ensure they meet the needs of Maori students. Senior managers and designated members of staff participate in external and internal professional development that helps develop an understanding of Ka Hikitia. Thevalues and strategies of Ka Hikitia are shared with the whole staff and trustees, together with strategies to address issues around Maori student presence, retention and achievement. Teachers and students are surveyed to include their feedback and suggestions regarding current initiatives. Maori students benefit from a reflective culture that focuses on meeting their needs.
- Valuing and responding to students' views
Maori students' views are valued and their suggestions are acted upon. Feedback from Maori students across the school contributes to the implementation of a number of initiatives. These include:
- Year 13 Maori students mentoring Year 9 students, helping them with their reading and encouraging them to participate in sporting and cultural activities;
- the collection of baseline data on the presence, academic attainment and participation of Year 9 Maori students in order to monitor their progress;
- the development of mainstream home room classes at Years 9 and 10 to provide a more structured learning environment for students who may be at risk of not achieving;
- the organisation of individual face-to-face meetings between deans and senior students to review progress, NCEA credit completion and to set goals; and
- the development of a co-curricular programme that it is responsive to the needs of Maori students.
- Maori students feel affirmed and confident.
- Schoolwide promotion of tikanga Maori
Maori and other students at Karamu High School benefit from a schoolwide culture that promotes tikanga Maori. Senior managers and teachers consistently provide new initiatives that promote a focus on Maori culture. Initiatives introduced since the previous ERO report include the:
- introduction of Maori performing arts;
- celebration of Maori language week;
- participation in the Matariki games;
- strengthening of the kapa haka group;
- extension of the te reo Maori programme; and
- increased focus on Maori student involvement and responsibility.
All students participate in a te reo Maori me nga tikanga Maori programme in Year 9. Aspects of tikanga Maori, such as the kapa haka group, are widely supported by many students in the school. Maori students are confident and proud to be Maori and actively involved in school life.
Areas for further improvement
- Maori student achievement
The board and school leaders identify the need for further improvements to outcomes for Maori students. Fewer Maori students leave school with qualifications than national figures. Maori students are less likely than their non-Maori peers to remain in school for five years. The ongoing and strategic approach outlined in the areas of good performance should see further improvements to Maori students' achievements over time.
The Achievement of Pacific Students: Progress
In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement.
Areas of good performance
- Maintenance of good practice
The areas of good performance identified in the June 2006 ERO report, have been conscientiously maintained and extended. The area for improvement identified that further consultation with the pacific community was required. This has been addressed. Pacific parents and families are more involved in the life of school, making a significant contribution to Pasifika Week and the performing arts.
A group of talented Pacific past pupils remain positive role models for all Karamu High School students. The strategic plan promotes the need to continue to raise the profile and recognition of all Pacific cultures. Pacific students have a strong sense of belonging and wellbeing.
Areas for further improvement
- Using achievement information
Pacific student numbers are relatively small in the school. Nevertheless, school management know these students well. Information collected ensures staff are clear about who the Pacific students are and which Pacific group they identify closest with. School leaders acknowledge that extending this current information could usefully contribute to, and further enhance, school review and reflection decisions. Such analysis could also further assist teachers to celebrate successes and identify any areas where improvements may be required to continue to enhance outcomes for Pacific students.
- Cultural acknowledgement and reflection
Pacific students spoken to during the course of the review expressed a desire to have their Pacific culture and heritage recognised more often in learning situations beyond Pasifika week. Classroom observations confirmed that opportunities to include Pacific themes, culture and language as contexts for learning are yet to be maximised.
Implementing the New Zealand Curriculum in 2010
Progress to date
In preparing for teaching the New Zealand Curriculum (NZC) in 2010 the school has:
- undertaken a curriculum stock take in 2007;
- formed a lead team to provide direction for departmental, cross curricular and schoolwide professional development linked to the NZC that is internally and externally driven;
- developed a comprehensive action plan for the implementation of the NZC with a focus on the vision, values and key competencies in 2008-2009;
- defined, through consultation in 2008-2009, core values considered essential by students, staff and parents;
- linked Ka Hikitia principles to the new curriculum development;
- begun the development and implementation of new curriculum documents; and
- begun implementation in learning areas at departmental level.
Next steps
The school has decided that its priorities for preparation over the next three to six months are to:
- begin whole staff professional learning and development on curriculum principles. They will focus on the Treaty of Waitangi, sustainability and possible future needs;
- initiate planned professional learning and development in "thinking", e-learning and new technologies integration;
- begin to look at assessment and reporting in depth;
- develop a Karamu High School curriculum document; and
- investigate and trial formative assessment practices in all learning areas.
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 it has thought about the future and what it might mean for their students in the following ways:
- discussed as a board possible changes to demographics, the school roll and changing needs of students;
- held staff discussions about what future teaching and learning will look like;
- acknowledged that information and communication technologies and flexible elearning will be of increasing importance in teaching and learning during the reminder of the 21st century; and
- discussed how the new buildings to be developed at the school must include infrastructure for digital technologies.
The school intends to:
- continue to discuss with trustees and teachers ideas related to secondary futures, digital technologies and future e-learning-based pedagogies and curricula;
- provide professional learning and development to maximise the use of ICT in teaching and learning and to extend the use of e-learning; and
- develop strategic plans that are cognisant of future learning, new buildings, digital technologies and changing demographics.
Board Assurance On Compliance Areas
Overview
Before the review, the board of trustees and principal of Karamu 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 concern.
In order to improve current practice, the board of trustees should review its complaints policy and procedures to make these more clear and available to the school community.
Recommendations
ERO and the board of trustees have developed the following recommendations, that:
6.1 teachers improve their planned responsiveness to the range of students' needs in their classes and increase classroom opportunities for students to participate in self-directed learning;
6.2 senior managers and staff improve provision for students at risk of not achieving; and
6.3 senior managers transfer the good practices evident in the senior curriculum review to Years 9 and 10 in order to encourage further improvements to student outcomes.
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.
Dr Graham Stoop
Chief Review Officer
18 September 2009
To the Parents and Community of Karamu High School
These are the findings of the Education Review Office's latest report on Karamu High School.
Karamu High School is a co-educational secondary school for students in Years 9 to 13, located in Hastings. At the time of this July 2009 review the school roll was 757 students, 24% of whom are Maori.
The new principal, senior managers and trustees have a clear strategic focus on developing school facilities, raising student achievement levels and promoting a culture of success. The percentage of students who achieve National Certificates of Educational Achievement (NCEA) at all levels is higher than comparable schools. Comprehensive review processes at Years 11 to 13 are focused on improving outcomes for students.
Positive and inclusive relationships underpin student learning. Students are respectful, cooperative and friendly towards each other. Relationships between teachers and students are warm and encouraging.
A wide range of successful initiatives support students to develop confidence as learners. Transition strategies and the use of senior student mentors support Year 9's engagement as they join the school. Oral communication and performing arts are a focus and a wide range of learning opportunities and pathways are available to students. Staff are supportive and responsive to students emerging interests and abilities in many sporting and cultural fields. There are increasing opportunities for students to develop leadership skills at Years 12 and 13, as contributions and ideas are valued and considered by managers.
The extent to which teaching practice supports high levels of student engagement in learning varies across the classrooms and year levels. Some very good practice is evident, where a range of approaches and strategies are used to encourage active involvement of students in their learning. In these classes, opportunities for students to be self-directed learners are increased. Achievement data is used effectively by these teachers to respond to the range of individual students' needs in a planned way. Raising practice to a consistently high level is the next challenge for school managers and teachers.
Maori, and students from other ethnic backgrounds, benefit from a schoolwide culture that promotes tikanga Maori. Many Maori students achieve significantly better than Maori students nationally in NCEA. However, some aspects of retention and achievement for other Maori students have been identified as requiring further assistance. In response to these concerns, the board and staff have already introduced a number of new initiatives directed towards increasing Maori students' engagement and success.
In 2008, the principal and senior managers recognised that learning support provision required review and development. The subsequent introduction, in 2009, of mainstream homerooms at Years 9 and 10 positively impacts on many of these students' engagement and confidence as learners. However, a clear strategic framework is needed to guide further improvements.
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.
Dr Graham Stoop
Chief Review Officer
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.
