17 June 2008
To the Parents and Community of Flaxmere College
These are the findings of the Education Review Office’s latest report on Flaxmere College.
Students attending this college are primarily drawn from the Flaxmere community in Hastings. This coeducational Year 7 to 13 school, set on spacious grounds, is well resourced and maintained. Recent improvements include refurbishment of the technology room and creating a teaching space for the subjects of reading and English for Speakers of Other Languages (ESOL).
The two previous ERO reports identified issues that significantly impacted on how well students were achieving. Concerns related to attendance, behaviour management, self review and the quality of teaching including literacy. The board and managers have responded positively to direction provided by ERO and progress is noted in many areas contributing to student outcomes.
Over the past three years, the school has trialled a range of strategies to improve student engagement in learning. This review evaluates the impact of these strategies on student achievement. As for all schools, ERO reports on teacher professional learning and development, how the school is thinking about the future, progress in promoting achievement for Māori and Pacific students, and aspects of student safety.
In 2007, standardised test results in literacy show that, on entry, the majority of Years 9 and 10 students’ achievement was low compared to national levels. Test results at the end of the year indicated many students made considerable progress in reading. In the same year, significantly more students met literacy and numeracy requirements and achieved National Certificates of Educational Achievement (NCEA) than in previous years. Also, many students are staying longer at school. The percentage of students gaining certificates now exceeds the average for schools of similar decile and type at levels 1 and 2.
At Years 11 to 13, improved analysis of department and schoolwide data informs self review. The resulting achievement initiatives and changes to course structures have contribute to improved student outcomes. Learners at different levels of skill and needs have many opportunities to achieve success.
A more collaborative approach to professional learning and development effectively supports improved teaching practices and student engagement. Teachers increasingly use a wider range of strategies and show consistency in the way they handle behavioural issues. Managers recognise the need to continue to monitor and develop consistency of good quality teaching practices throughout the school.
An appropriate strategic approach is taken to improve student literacy. This approach includes delivering targeted literacy programmes across the school. A well-managed learning support centre provides for students with behaviour, learning and social needs. Assessment data is analysed in reading and writing to ascertain and respond to needs of students.
Students have an increasing range of choices to engage them in courses suited to their interests and to expand options for their future learning and careers. Changes to course structures assists many students who are transient. The board invests additional resourcing and teacher training in information and communication technologies (ICT), so that students are equipped for a digital age.
As yet, not all programme and initiatives are fully evaluated for their effectiveness. Clearly measuring the impact of programmes should assure managers and the board that recent initiatives improve outcomes for students. Effective evaluation should allow the setting of more clearly defined schoolwide targets against which to measure the success of subsequent improvements. Such monitoring and review is especially relevant in the area of absenteeism. Despite the school’s ongoing efforts since the June 2006 ERO report, the irregular attendance of many students remains a significant concern.
Trustees are strong advocates for the community, representing well its multi-ethnic nature. The board is fully committed to working alongside managers and staff to continually improve the school environment and learning opportunities for students. A recent schoolwide focus on these aspects has resulted in beneficial changes. Community held values of kotahitanga and whānaungatanga, explicit in charter documents, are actively promoted in school practice. Careful staff appointments result in an increased number of Māori teachers who are role models, and teachers who relate well to students. Junior students benefit from the stability of newly established homerooms. Students appreciate the improved school tone and the support they receive from adults.
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.
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, http://www.ero.govt.nz.
Graham Randell
Area Manager
for Chief Review Officer
|
