Education Review Office (ERO) Report

11 August 2010

To the Parents and Community of New Plymouth Girls' High School

These are the findings of the Education Review Office’s latest report on New Plymouth Girls' High School.

This year, New Plymouth Girls’ High School celebrates 125 years of education for students in Years 9 to 13. The school retains its unique traditions and values. The Board of Trustees, principal and senior leaders have a clear strategic vision focused on ‘developing educated, confident young women of outstanding character’. Academic excellence and high quality teaching and learning are central to supporting students to make decisions for life-long learning.

Students are respectful, highly engaged and confident young women. They have pride in their school and enjoy the calm environment that prevails within it. Students have an extensive range of opportunities to achieve and be acknowledged for academic, sporting, artistic, cultural and leadership success. Some achieve national and international recognition in these areas.

Teachers are a collegial learning community, know their students well and have high expectations for their success. They value opportunities to develop professionally and, consequently, to benefit students’ learning.

High quality analysis of assessment information enables close tracking of student progress. Achievement in the National Certificates of Educational Achievement (NCEAs) remains at a relatively high level. Year 11, Level 1 literacy and numeracy, and qualifications gained in Levels 1 and 2 are above national results. The numbers of students leaving with Year 13 qualifications is consistently above national levels for school type and decile. Some students achieve outstanding results in the senior school and have opportunities to excel academically.

Year 9 and 10 data are used by subject departments to identify students’ needs. Assessment information shows students make progress over time in literacy and numeracy and targeted programmes are in place for those requiring extra support.

Māori students in Years 9 and 10 enter with achievement levels reflective of their peers and make consistent progress. In Year 11, Māori students achieve above national expectations in NCEA literacy and numeracy. Students leave school with more qualifications than Māori students in schools of similar decile.

Additional facilities at the school provide high quality care and support for students. The hostel accommodates 11% of the school roll. It is managed in a way that promotes a warm, safe and supportive environment. In Waimaire, the special needs unit, staff provide inclusive, caring and challenging programmes for students. Teachers in the learning support unit, Awhina, assist learners with literacy and numeracy based programmes tailored to their individual needs. Students access high quality health care and advice at the Wai Ora Wellness Centre. They make informed decisions about their future employment choices with guidance from staff in the school careers centre.

The principal provides highly effective professional leadership. The senior leadership team works collaboratively and cohesively. Members build leadership capacity at all levels to develop school-wide initiatives that contribute to ongoing success for students and teachers.

Trustees bring a diverse range of expertise and experience to their governance roles. They use department and student achievement reports and surveys for effective self review. Trustees make student-centred decisions about planning and resourcing.

The school has a close relationship with its community. Parents, whānau and the local community are well informed about student learning and success through a wide range of meetings, reporting and occasions that highlight and celebrate all that the school values.

The board and senior leaders have identified, in discussions with ERO, ongoing specific initiatives for review and development focused on sustaining student engagement and achievement. Many of these proposals are evident in the school’s strategic plan and based on current self review.

Future Action

ERO is likely to carry out the next review in four to five years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

• what is known about student achievement information, including the achievement of Māori and Pacific students;
• decisions made to improve student achievement using assessment and self‑review information; and
• teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Kathleen Atkins
National Manager Review Services
Central Region