St Andrew's Middle School (Hamilton) 23/01/2013

St Andrew's Middle School (Hamilton) Education Review

1 Background and Context 2 Review and Development 3 Sustainable performance and self review 2 3 5

About the School

Location Ministry of Education profile number School type School roll Hamilton 1942

Restricted Composite (Years 7 to 10) 138

Number of international students 2 Gender composition Boys 51% Girls 49% NZ Mori NZ European/Pkeh Indian South East Asian Tongan Other November 2012 23 January 2013 Education Review Education Review Education Review November 2011 June 2010 November 2007 49% 31% 5% 4% 4% 7%

Ethnic composition

Review team on site Date of this report Most recent ERO report(s)

The Purpose of an Arotake Paetawhiti Report

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 1 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

EROs review process takes into account each schools context, performance and self-review capacity. ERO differentiates between schools that are having difficulties, schools that are performing well, and schools that are high performing and have well-developed self review. Arotake Paetawhiti reviews are designed to support schools that are experiencing difficulties. These reviews involve ERO providing ongoing evaluation over the course of one-to-two years as the school works to improve its overall performance and build its self-review capability. This Arotake Paetawhiti report answers key questions about the schools background and the context for the review. The report also provides an evaluation of how effectively the school is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement. 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 National Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.

1 Background and Context

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 2 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

1 Background and Context

What is the background and context for this schools Arotake Paetawhiti review? St Andrews Middle School is in a northern suburb of Hamilton, near Te Rapa. It caters for students in Years 7 to 10. The current student roll is 138 of whom 49% are identified as Mori. Class sizes have been retained at relatively low levels. A review was undertaken by ERO in November 2011 to monitor the schools progress. This review identified significant areas of governance, leadership of learning, teaching and learning, and learning environments still to be addressed. Since that time: governance and management has been guided by the Ministry of Education (MOE) appointed Limited Statutory Manager (LSM) responsible for finance and personnel until June 2012 the MOE have continued to provide support for financial management three new trustees have been appointed the acting principal has been appointed to a permanent position as principal a new deputy principal has been appointed the MOE have approved a name change to Hamilton Junior High School, with effect from October 2012.

2 Review and Development

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 3 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

2 Review and Development

How effectively is the school addressing its priorities for review and development? Priorities identified for review and development Governance Training to ensure understanding about the role of trustees Financial management Self-review practices to ensure strategic alignment of resourcing. Progress: The board chairperson is working closely with the principal and MOE support personnel to ensure trustees are increasing their understanding of, and confidence in, their governance roles and responsibilities. Trustees have received ongoing advice from the LSM, and have developed a well-documented and understood approach to managing the restricted budget. They are committed to further training, and have a planned approach to trustee terms of office, to ensure greater continuity. Trustees are developing their understanding of self-review practices to support and promote school improvement. Leadership of learning Opportunities for leadership Robust and consistent performance management systems. Progress: The new principal is providing effective professional and educational leadership for trustees, staff and the wider school community. Her clarity of vision, hard work and determination are contributing to a positive sense of change and direction for school improvement. The principal has successfully promoted positive, collegial relationships, underpinned by more effective communication and close alignment to agreed strategic priorities. Working closely with the recently appointed deputy principal, the principal has restructured the senior leadership (SLT) to include two team leaders and an e-learning coordinator. Each SLT position is well defined and this brings coherence to professional leadership roles, higher expectations and levels of support for all staff. The principal provides extensive and relevant monthly reports to the board, which make continuous reference to progress against strategic

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 4 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

priorities. Performance management systems have been significantly strengthened to incorporate reflective practices and maintain a focus on raising student achievement and progress levels. Teaching and learning Use of student achievement information to lift student achievement and progress. Progress: School leaders and teachers are working collaboratively to make effective use of achievement information to improve student achievement and progress. Teachers continue to use a range of assessment tools in their classrooms to inform their planning and respond to identified learning needs. They are developing a culture of student self management, which includes goal setting and increased responsibility for their own learning. Students and teachers have increasing access to appropriate computer technology to enhance teaching and learning processes. The senior leadership team gathers and collates relevant achievement information that they use to report to the board and parents, and to set specific achievement and progress targets. Parents are increasingly being informed and supported to share and understand their childs learning and progress. Learning environments Aspects of property management to ensure that health and safety requirements are met. Progress: Trustees and school leadership continue to negotiate with the MOE regarding upgrades to school site. Classes in technology and art curriculum areas have been re-located during 2012 to ensure safe delivery of programmes.

3 Sustainable performance and self review

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 5 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance? Priorities identified for review and development The school is now well placed to sustain and improve its performance. The board and school leadership have: developed their capacity to review and report to the school community using evidence, which includes student achievement information built the capability to sustain and continue to improve student achievement recognized the challenge of a severely restricted budget as a result of historical deficit, and of established a foundation of values, leadership, tone, climate and relationships likely to sustain and improve student learning, engagement, progress and achievement successfully promoted the academic progress and academic achievement of their Mori learners, who are actively engaged in their learning, and supported to succeed as Mori.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. 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 asset management. During the review, ERO checked the following items because they have a potentially high impact on student achievement: emotional safety of students (including prevention of bullying and sexual harassment) physical safety of students

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 6 / 7

St Andrew's Middle School (Hamilton) Education Review Report

23/01/2013

teacher registration processes for appointing staff stand-downs, suspensions, expulsions and exclusions attendance.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in three years. Dale Bailey National Manager Review Services Northern Region 23 January 2013

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/St-Andrew-s-Middle-School-Hamilton-23-01-2013 ERO 2010 Page 7 / 7