The Education Review Office (ERO) Evaluation - 2007
Wairarapa College, a state co-educational secondary school, is the largest school in the Wairarapa region. It is set in spacious, attractive and well-kept grounds in central Masterton.
The buildings are a mixture of old and new. The traditions of the college, stemming from its opening in 1923, are highly valued by staff and students. This is clearly reflected throughout the corridors in the displays of photographs that portray events, students and staff back to the college’s inception. Special features include the boarding hostel with facilities for 175 students; the school farm that is operated by students and allows them to have practical experience in their agriculture and horticulture courses; the adult community education programme; and the supported learning centre for students with learning disabilities. While the majority of students attending the college live in the urban area of Masterton, the boarding hostel and school bus system bring students from the wider rural Wairarapa district.
The college provides many opportunities for curricular and extra‑curricular involvement and achievement. Students are able to participate in a wide range of sports, cultural groups and activities. Many individuals and sports teams are successful in local, regional and national competitions. These include the Golden Shears competition, the National Young Designer Awards, the National Shakespeare Festival, Rockquest and many different sporting codes such as rugby, hockey, soccer and netball. Students also enjoy participation in sports exchanges with several schools in the lower North Island. A group of students from the college’s sister school in Japan, accompanied by their principal, were visiting the college on the annual exchange during the ERO review.
The achievement of students in years 11 to 13 in the National Certificates of Educational Achievement (NCEAs) is good. Level 1 and 2 results are similar to those in other decile 7 schools and Level 3 results are well above. Results at each level are above those for schools nationally. Success in the New Zealand Scholarship examinations in 2006 resulted in Wairarapa College students gaining seven scholarship awards across five subjects. Departments conduct regular assessments of students’ progress and achievement in their curriculum areas in years 9 and 10. However, achievement data for these years is not collated and analysed school wide.
The board, made up of very experienced trustees, is kept well informed by the principal about college operations, progress and student achievements. Parents, staff and students were consulted in the process of developing the strategic plan. Priority is given to the board’s focus on student achievement in this plan.
The 2004 ERO review highlighted the need for the college to develop a culture of professional development and discussion about teaching and learning. Since that time the board has supported the principal, senior managers and staff to implement a programme of professional development to address this. As the focus of much of this programme has been on catering for the diverse learning needs of students and their engagement in learning, the board, principal and ERO agreed that this would be the focus of this evaluation. In addition, this review evaluates progress towards improving the achievement of Māori and Pacific students, provisions for gifted and talented and international students, students in the hostel and adult and community education. The college’s compliance with legislative obligations, especially those for student safety, and planning for a possible pandemic were investigated. No concerns about the management of requirements for student safety are identified.
The senior management team, led by the principal, is clearly focused on improving teaching, learning and pastoral care. A culture of professional discussion, including the sharing of good practice about improving teaching and learning, is being established. It is now timely to develop a strategic plan for its continuing implementation. Many examples of sound teaching and some high quality examples of differentiated teaching to meet student needs, were observed. These high quality examples could serve as models to strengthen the quality of teaching throughout the college.
The college is beginning to use achievement data effectively to inform planning to better meet the diverse learning needs of students. However, the analysis and use of this information is not well developed by all departments and class teachers. The college has broad expectations about incorporating the unique position of Māori culture and reflecting New Zealand’s cultural diversity. As yet there is little evidence of departments and teachers implementing these expectations. Self-review systems are thorough and robust and provide a good quality framework for continual school improvement.
The board of trustees and ERO and have agreed recommendations to address the findings of this evaluation.
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 will review the school again as part of the regular review cycle due in 2010. More...