13 January 2009

To the Parents and Community of Otamatea High School

These are the findings of the Education Review Office’s latest report on Otamatea High School.

The board of trustees of Otamatea High School responded strategically to the recommendations and areas for improvement in the 2007 ERO report. Trustees have acted to improve board compliance with regulatory and legislative requirements relating to performance managment, international students and strategive planning. New board members bring a range of useful expertise and experience which, together with recent training, have increased the board's capacit to govern and provide direction for the school.

Trustees acknowledge that a next priority for the school is to develop a shared vision using the information from recent consultation with teachers and parents.  ERO recommends that the board continue its development of the strategic plan by working to ensure this plan unites the board, school and community around a common purpose and shared set of goals.  To promote the successful implementation of an agreed strategic direction the senior management team will also need to clarify delegations and responsibilities and enhance the school’s accountability systems.

Relationships within the school are respectful and friendly, and students work cooperatively with teachers and their peers.  Teaching is mostly purposeful and students are focused on their learning tasks.  Lessons are generally well structured and planned.  However, most of the teaching observed by ERO in the junior school was directed at the whole-class, and teachers made little provision to cater for the differing abilities and needs of students.  The 2007 ERO report recommended that teachers develop more individualised, student‑centred teaching approaches.  The principal should now ensure that this recommendation is progressed to help students better understand how they are learning and achieving.  Students would also benefit from greater access to information and communications technologies (ICT) to promote their engagement in learning.

Student achievement in the National Certificates of Education Achievement (NCEA) has generally shown a steady improvement since 2003.  This improvement trend has continued in 2007 for students studying for Level 3 qualifications and in terms of university entrance pass rates gained by students.  However, achievement in Level 1 and 2 NCEA qualifications declined in comparison to previous years, with overall pass rates dropping from above average to a level consistent with, or below, those of similar schools.  The principal reports that students in the junior school are achieving below national expectations in reading vocabulary and comprehension when compared to students in similar schools.  ERO recommends that achievement data in the junior school should be gathered, analysed and used to more effectively identify learning needs and to monitor the progress of different groups of students.

For this review, ERO agreed to evaluate the extent to which student achievement is supported through the differentiated learning pathways available to students in Years 10 to 13.  Findings indicate that students in these year levels are well supported to select an appropriate learning pathway and to make informed educational and career decisions.  Students have a wide range of subject options to choose from, and flexible timetabling allows them to take courses at levels above or below their year level group.  Teachers have also strengthened work‑based learning programmes and career education opportunities available to students.  A more in-depth and formalised review of each of the school’s learning pathways would, however, give the board and staff a clearer picture of the effectiveness of these learning pathways in terms of student progress and achievement.

In addition to the above focus on differentiated learning pathways, this report examines several areas of national interest.  These include the achievement of Māori students, teacher readiness to implement the 2010 New Zealand Curriculum, the school’s thinking about the educational needs of its future students, provisions for international students, and aspects of the school’s adult and community education programme.  The report also comments on school systems for promoting a safe environment for students.  It recommends that the board and senior management team review the current discipline system within a wider context of school pastoral care provisions.

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 review the school again as part of the regular review cycle.