Botany Downs Secondary College

1. About the School

Location	Howick, Manukau City
Ministry Of Education Number	6930
School Type	Secondary (Years 9-13)
Decile Rating	10
Teaching Staff: Role Generated	94
Entitlement	12
Others	106
Number Of Teachers
School Role	1740
Number of International Students	89
Gender Composition	Boys 51%, Girls 49%
Ethnic Composition	NZ European/Pākehā 37%, Māori 3%, Chinese 14%, Indian 12%, Other Asian 13%, Other European 10%, Other 11%
Review Team on Site	March 2009
Date of this Review	15th May 2009
Previous ERO Reports	Education Review, February 2006

2. The Education Review Office (ERO) Evaluation

This is ERO’s second review of Botany Downs Secondary School (BDSC) and the first ERO report since the school has been operating as a full Year 9 to 13 school. Classes for students in Years 11, 12 and 13 have been introduced over the last three years, with resultant increases in the student roll and in staffing, and considerable curriculum development as courses have been developed to cater for each level of the senior school. The board, principal and senior management team and staff are committed to the school’s vision of a distinctive and innovative school culture that promotes ‘whanau as an exceptional learning community where each individual is valued’. For this review, the board of trustees and principal asked ERO to evaluate how well the school’s whanau structure and culture impact on learning outcomes for students.

The whanau-based learning philosophy provides a culture of support for students and fosters a sense of pride and belonging in the school. Students’ successes and participation in inter-whanau competitions, academic, sports and cultural activities are celebrated. The ‘schools-within-a-school’ concept, underpinned by the whanau structure, has supported the effective management of the school’s growth and ongoing development.

The school’s National Certificates in Educational Achievement (NCEA) results have improved over the last three years. Results indicate that Year 11 to 13 students consistently achieve above national averages and above averages for schools of a similar decile. An increased number of merit and excellence certificates have been achieved at NCEA Levels 1 and 2. The Year 13 cohort of 2008 was the first group to sit NCEA at Level 3, and these students have achieved the commendable result of 22 scholarships.

Mutually respectful and supportive relationships, and the positive learning environment, are characteristic features of the school. Students take pride in their school and appreciate the range of curriculum and co-curricular learning opportunities provided for them.

Teachers are developing teaching and learning practices that support student-centred learning. They are responsive to ongoing formal and informal school-based professional development. High expectations of staff, combined with close, encouraging monitoring of professional performance, help to provide a collaborative environment in which teachers are valued and in which the board’s commitment to developing the school as a learning organisation is endorsed.

The senior leaders of the school are capable, professional managers. The board supports them to attend conferences that align with the school’s philosophy. These opportunities strengthen senior managers’ professional knowledge and have resulted in the systematic introduction of a number of key initiatives that assist students to become confident, independent learners.

The board chair and principal have established important links with local and international educational organisations to further develop the school’s vision for and commitment to 21st century learning. High quality educational facilities and extensive systems for information and communication technologies encourage the development of students’ investigative skills and independent learning. Ongoing building development and classroom designs provide flexible shared learning spaces.

The board has been proactive in addressing the recommendations of the 2006 ERO report. Trustees have a good knowledge of the school and make strategic decisions to improve student learning experiences and outcomes. They place a high priority on ensuring the school provides for the diverse needs of its students.

ERO affirms the school’s processes for ongoing self review and also indicates areas in which further improvements could be made. These areas include setting specific and measurable targets for student achievement, strengthening student engagement and some provisions for pastoral care to further improve educational opportunities and outcomes for students. The board and senior leadership team are well placed to refine and consolidate their goals and objectives for meeting the diverse needs of 21st century learners.

Future Plans

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 carry out the next review in three years.

3. The Focus of The Report

Student Achievement Overall

ERO’s education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.

The board receives useful information about the achievement of students through reports from the principal and Heads of Learning Areas (HOLAs). Trustees set annual targets for student achievement each year, and the principal reports against these targets in his annual report to the board.

Curriculum leaders analyse NCEA data and the progress of junior students and report on student achievement outcomes to the board. These reports contribute to an ongoing cycle of reviews of learning areas, which are undertaken by trustees and the senior manager for curriculum.

The school’s Year 11 to 13 NCEA results are significantly above national averages and those for schools of a similar type and decile. Provisional results for 2008 show that 81.4% of Year 11 students attained a Level 1 qualification, and that the percentage of certificates endorsed with merit and excellence is also above the average percentage for schools of a similar decile. The Year 13 cohort of 2008 was the first group to sit NCEA at Level 3 and has achieved the commendable result of 22 scholarships.

Student achievement at Year 9 and 10 is monitored using Assessment Tools for Teaching and Learning (asTTle) tests and Progressive Achievement Tests (PATs) in reading and mathematics. Information derived from asTTle testing shows that Year 9 students, as a group, enter the school performing below national average levels in reading and numeracy and that they make limited progress over Year 9. However, by the end of Year 10 achievement levels have increased significantly with many students achieving at levels that are above national age-related expectations. Student surveys and asTTle tests provide attitudinal data that are used to inform annual targets for improved student motivation.

School Specific Priorities

Before the review, the board of Botany Downs Secondary College was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students at Botany Downs Secondary College.

ERO and the board have agreed on the following focus areas for the review:

• how well the school’s whanau structure and culture impact on learning outcomes for students.

ERO’s findings in these areas are set out below.

How well the school’s whanau structure and culture impact on learning outcomes for students

Background

At the time of the 2006 ERO review Botany Downs Secondary College (BDSC) was in its second year of operation and catered for Years 9 and 10 students only. This is the school’s second ERO review and its first report as a full secondary school, providing for students from Years 9 to 13. The 2006 ERO report noted the school’s educational philosophy and associated learning environment that builds on the concept of ‘whanau-based learning communities’. This philosophy, described as a ‘schools-within-a-school’ concept, aims to provide students with a safe and supportive learning environment that caters for their academic, personal and social development.

The board and senior managers asked ERO to evaluate the progress made in developing the whanau structure and culture over the last three years. This focus area is reported under three main headings: Wellbeing, Teaching and Learning, and Managing School Growth and Development.

Student Progress and Achievement

The whanau structure and associated culture have provided increased opportunities for students to work cooperatively, make decisions, and take responsibility. As the school has grown, students have been encouraged to take up leadership roles within the whanau. Senior students are valued role models who support younger students and provide them with valuable mentoring.

Whanau leaders, tutor teachers, and the senior leadership team provide a coordinated approach to monitoring student achievement. This close monitoring helps to ensure the early identification of students needing learning support or extension. As a result, students regularly experience targeted learning support and mentoring to help improve their individual learning outcomes.

There has been an increase in the number of student-led committees within each whanau. These committees have the potential to further improve cooperative and collaborative interactions between students of all year levels and also have an important role in reinforcing students’ pride in their school.

Co-curricular choices available to students have increased significantly in the last three years. Cultural activities and the variety of sports now being offered provide further opportunities for students to participate in inter-whanau programmes and in school representative teams. High levels of student involvement and achievement are evident in activities such as school cultural days, stage challenge, school productions, and a range of sporting codes. Student achievement and commitment are acknowledged and celebrated through whanau meetings, newsletters, awards ceremonies and assemblies.

Areas of Good Performance

Wellbeing

Collaborative leadership. The whanau structure is popular with students, staff and parents. The whanau culture gives students a strong sense of belonging and ‘family’ within the school. It also assists with the induction of new students and staff by providing a strong foundation for their integration into the philosophy and culture of the school. Good liaison between whanau leaders and some teachers promotes collaborative leadership within each whanau. Staff, together with students, are responsible for the coordination of pastoral care across the whanau. This coordinated approach provides a solid basis of support for students to become successful learners.

Cultural diversity celebrated. Students and staff reflect the growing diversity of the local community. Whanau groups comprise students from different cultural backgrounds, thus helping to promote the acceptance and valuing of cultural differences and supporting positive relationships amongst students. Annual cultural days enable students to showcase their pride in their cultures and further reinforce a strong sense of school unity.

Pastoral care. Students’ pastoral care needs are supported within the whanau structure. Whanau leaders, tutor teachers, and student services staff have a well coordinated approach to identifying students with specific learning needs. This nurturing approach assists students to develop trusting relationships and a positive self-image as they become confident, valued members of their whanau group and whole school community.

Home-school partnership. Parents interviewed by ERO during this review commented positively on the operation of the whanau as a ‘smaller school within a school’. They liked the ways in which:

• students gain a strong sense of loyalty to and pride in their whanau;
• family siblings belong to the same whanau;
• ongoing relationships with whanau teachers and staff during each student’s time at the school provide opportunities for regular communication and parent access to the school; and
• students have a range of curriculum and co-curricular learning opportunities.

Teaching and Learning

Implementing national qualifications. Curriculum implementation at NCEA Levels 1, 2 and 3 has been very well managed over the last three years. A comprehensive and robust quality assurance process ensures that the school meets all relevant national guidelines and standards. Teachers report that they appreciate the consultative approach used in this major area of school development. As a result, most teachers engage well in reviewing and refining their processes for curriculum assessment and for moderation of achievement results.

Growing leaders, learners and community. Staff comment positively on the range of professional development opportunities available to support their ongoing learning and development. Curriculum and educational presentations provide opportunities for teachers to share with their colleagues, and to learn from one another to increase their professional knowledge and skills. These learning opportunities further reinforce collaborative and collegial relationships amongst staff.

Supporting student achievement. Three key initiatives identified in the 2006 ERO review: the mentoring programme, the thinking programme, and the integrated use of information and communication technologies (ICT) continue to have a priority focus within the whanau structure to support students as learners. These programmes are specific to each year level. They provide students with regular opportunities to review and monitor their own achievement and to enhance their learning skills. They also enable students to obtain one-to-one support from teachers, particularly at senior school levels.

Consistent expectations. An explicit focus on high expectations for student behaviour has resulted in respectful interactions between students and staff and amongst the general student body. This positive environment supports students’ learning.

Managing School Growth and Development

Leadership and management. Staff report that they appreciate the collaborative leadership style of the senior management team. This style aligns with current educational theories that promote an inclusive and focused approach to building learning communities. New staff appointments, and the diversification of senior leaders’ portfolios, have been instrumental in the effective management of school growth and development since the 2006 ERO review. Effective management strategies are particularly evident in areas of curriculum delivery and implementation, the whanau structure and systems, induction of teachers and staff, monitoring of attendance, and the development of co-curricular areas of the school.

Strategic appointments of whanau leaders, heads of learning areas, and other middle management positions have helped to maintain the robust operation of the whanau system and have strengthened teachers’ professional expertise in their learning areas. These good practices support student achievement across the school.

Self review. The board, principal and senior leadership team have developed effective processes for self review of school operations. Ongoing external curriculum review has affirmed good practices and has assisted HOLAs to identify areas for further development. Input from staff, students and parents is a valued component of the school’s inclusive self-review processes.

Physical environment. High quality educational facilities and information systems support students’ access to the curriculum and foster the achievement of positive learning outcomes. Students are provided with flexible working spaces to access ICT throughout the school and to complete individual work. The compact and attractive learning environment ensures that students and staff have easy access to all areas of the school, thus minimising time between learning sessions.

Areas For Improvement

Raising awareness of emotional safety. Students and staff report low levels of bullying. It would be beneficial, however, for whanau leaders to provide students with information about all forms of potential bullying. Guidance and pastoral care staff could also actively promote peer mediation and restorative practices as useful life skills for resolving conflict. The school’s health education programmes would be better supported through a more coordinated staff approach to meeting student pastoral needs.

Increasing student engagement. Teaching in many classrooms is of a very good standard, but learning is often very teacher directed. To further improve teaching practice and increase student engagement in learning, some teachers should incorporate a greater range of stimulating and meaningful learning experiences within their lessons, to provide students with increased opportunities for active participation and engagement in their learning.

Strengthening annual target setting. As part of the board’s re-visioning exercise, trustees should now consider reviewing the school’s annual targets to make them more specific and measurable. In addition, senior managers could review the students’ attitudinal survey and consider the development of a formal process to recognise their achievement of personal qualities in relation to the school’s core values and graduate profile. These strategies would further support the school’s commitment to developing students as positive, effective citizens.

4. Areas of National Interest

Overview

ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.

During the review of Botany Downs Secondary College ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.

The Achievement of Māori Students: Progress

In this review, ERO evaluated the progress the school has made since the last review in improving the achievement of Māori students and in initiatives designed to promote improved achievement. Botany Downs College has fifty students, or 3% of the roll, who identify as Māori. Because of the small number of Māori students at each year level, data on trends and patterns in the achievement of Māori students would not be statistically valid. The schools’ current Māori community is made up of many Māori affiliations across a number of iwi and hapū groups.

The 2006 ERO report identified a strong relationship between the school and representatives of the local iwi. These associations have continued to play an important part in supporting school-wide development.

Areas of Progress

Promoting success for Māori students. The board’s Māori Achievement plan seeks to ensure that Māori students achieve at levels that are comparable to those of other students at the school. A database of Māori students has been set up and their individual achievement is closely monitored through the school’s mentoring programme. The principal and academic director collate and report on achievement data for Māori students from Year 9 to 13. Assessment information is used to identify student achievement levels on entry to school and to track the progress students have made by the end of Year 9 and Year 10. Data show that Māori students who have attended throughout Years 9 and 10 make steady progress. Their results in NCEA are comparable to those of other groups of students.

Bicultural practices. The school’s appreciation and acknowledgement of bicultural practices is further reinforced through:

·
• promotion of pōwhiri as a welcome for important school visitors;
·
• blessing of new school facilities; and
·
• introduction of a kapa haka group, which is open to all students and is led by external tutors.

Areas For Further Improvement

Extending consultation. The board and principal have continued to be proactive in maintaining relationships with the school’s local iwi. The board should now consider extending this consultation process by engaging with Māori whanau within the school to discuss their aspirations as parents and their goals for their children’s achievement. This practice would align with the school’s Achievement Plan for Māori and would further promote both formal and informal collaboration between local Māori iwi, Māori whānau and Māori staff.

Cultural significance of the school’s whanau concept. The international educational context of whanau-based living and learning has a very strong synergy with New Zealand’s Māori concept of whānau. It is still important and timely for the board and senior leadership team to consider ways of incorporating and integrating aspects of te reo Māori and kaupapa Māori into the school’s whanau systems and modes of operation. This area for further development was identified in the 2006 ERO report. Developments in this area would acknowledge the local context of Aotearoa/New Zealand as a point of difference between the college and other internationally based schools.

Review of the Education Plan. As part of the school’s effective self-review processes, the principal should extend the scope of data collected on Māori students to include other indicators of achievement, such as sport, participation, attendance, and retention to the senior school. These indicators could be included in the school’s achievement plan and reported to the board and Māori parent community, together with other information about the students’ academic achievement.

The Achievement of Pacific Students

During the review ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of its Pacific students. In this review ERO evaluated the progress the school has made since the last review in improving the achievement of its Pacific students and in initiatives designed to promote improved achievement.

Pacific students comprise fewer than two percent of the college roll and are mostly Fijian, with some Samoan, Cook Island Māori and Tongan representatives. Since the 2006 ERO review the school has put in place a Pacific Achievement Plan, which includes goals for Pacific students to achieve at levels that are comparable to those achieved by other students at the school. Because of the small number of Pacific students at each year level, data on trends and patterns in the achievement of Pacific students would not be statistically valid. A database of Pacific students has been set up and their individual achievement is closely monitored through the school’s mentoring programme.

Areas of good performance

Reporting. Data collected on Pacific students should be broadened to include additional indicators of achievement, such as sport, participation, attendance, and retention to the senior school.

Implementing the New Zealand Curriculum in 2010

Progress to Date

In preparing for teaching the New Zealand Curriculum (NZC) in 2010 staff, students and trustees are undertaking an extensive examination of the school’s vision statement and values so that they are aligned with the principles of the New Zealand Curriculum. A senior manager ably leads this comprehensive school-wide development with support from the board and principal. A group of lead teachers have consulted and planned teacher-only days to ensure that teachers are familiar with the New Zealand Curriculum, and have recently presented their recommendations to the board for the next steps needed to implement the curriculum.

Currently, the lead team is discussing with school managers ways of integrating the key competencies of the New Zealand Curriculum into all curriculum learning areas and into the school’s whanau tutor network. This consultative process is providing a sound model for school development and for sustaining changes in the ways in which teachers deliver the curriculum. ERO commends the board and staff on the in-depth manner in which they have approached the implementation of New Zealand Curriculum and on the ways in which they have enabled staff to participate in the development.

Next Steps

The school has decided that its priorities for preparation over the next three to six months are to further clarify expectations for using key competencies in designing learning outcomes for students. This process is underway and is expected to be completed by the end of 2009. Criteria for evaluating the competencies are being developed to enable teachers to develop appropriately graded indicators to be used in planning, assessment and reporting.

A challenge that might arise for school managers will be considering how the New Zealand Curriculum key competencies relate to current school-wide learning strategies, such as the Habits of Mind and Mentoring programmes. While all of the strategies currently used might have value, in order to avoid complexity, it would be useful to ensure that these strategies are complementary and align with the school leaver profile.

Thinking About the Future

ERO is currently discussing with secondary schools how they are thinking about the future and what it might mean for their students in the following ways.

The school reports that its philosophy and whole-school development is based on the delivery of educational outcomes to meet the diverse needs of 21st century learners. This thinking has been at the forefront of school development since its establishment in 2004, and will continue to be part of its planning over the next five years.

As part of thinking and preparing for the future, the board and senior leadership team are continuing to:

• develop strategies for establishing learning environments that are adaptable and interchangeable so that they can accommodate future changes in teaching and learning; and
• work with iNet schools, a global organisation for sharing schooling initiatives, to promote good awareness of international developments in education and to enable the school to participate in shared problem solving and discussion about educational issues.

Provision For International Students

Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Botany Downs Senior College is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.

The school complies with all aspects of the Code.

Areas of Good Performance

Managing growth. The international student manager has, with the support of the principal, managed significant growth in the numbers of international students attending the school in the last three years. In 2006, there were 14 international students at Botany Downs Senior College. Currently there are eighty-three. Through regular monitoring, reports to the board, annual reviews, and a clear marketing plan, the manager has provided good strategic leadership for the department. The board’s active marketing strategies ensure that the school is well represented internationally and continues to attract overseas students from a variety of countries.

Documentation. Student and accommodation records are current and are well maintained. Relevant details, related to visa, travel and health insurances, academic records, cyber-safety agreements, parental permission for the student to be involved in outdoor education activities, and evidence of student interviews, are well documented.

Student welfare. International students receive very good pastoral support from the international student manager and her staff. Regular informal contact is maintained with each student and students’ wellbeing and progress at school is actively monitored. Students report that they enjoy life with their homestay families or caregivers and are very positive about their academic, sporting and social experiences at school. A comprehensive orientation pack is provided to all international students and includes information about who to contact in an emergency and outlines clear procedures to follow if students have a concern. A buddy system introduced in 2008 is providing international students with good whanau-based support.

Accommodation. The school manages processes for homestay recruitment and coordination capably. Two homestay coordinators have been employed to manage accommodation and welfare arrangements and have established very good relationships with homestay families. A Korean speaking coordinator, whose role includes providing administration support and counselling services for Korean students, has also been employed by the school.

Review and reporting. The board of trustees receives clear, informative reports on the attendance, academic achievement, and accommodation arrangements for international students. The manager of international students also provides the board with information about the challenges facing the department and offers a set of useful recommendations for the board’s consideration.

Areas For Improvement

English language support. A team of experienced teachers provides an English for Speakers of Other Languages (ESOL) programme designed to meet the diverse English language learning needs of international students. However, the resourcing of this programme continues to present challenges, particularly in multi-level language classrooms. Staff have identified these challenges in their annual reports in 2006, 2007 and 2008. Continued monitoring of the school’s ESOL provision should result in improvements to the programme so that all students receive the level of English language support that they require to do well at school.

5. Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and principal of Botany Downs Secondary College completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• stand-downs, suspensions, expulsions and exclusions; and
• attendance.

Each school needs to acknowledge that bullying is a risk to be managed. In this school, the board’s policy and procedures related to harassment cover behaviours that are intimidating or bullying.

In order to improve practice, the board should also ensure that information gathered about student discipline, including stand-downs and suspensions, is analysed, and that reports to the board are disaggregated by gender and ethnicity. Consideration should be given to the counselling needs of boys and to ensuring that full use is made of school resources to enable students to continue their education.

Compliance

ERO’s investigations did not identify any areas of concern.

6. Recommendations

ERO recommends that:

Senior managers and staff continue to develop strategies to increase student centred teaching and learning, placing greater emphasis on student engagement and participation.

7. 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 carry out the next review in three years.

Signed
Elizabeth Ellis
Area Manager
for Chief Review Officer

15 May 2009

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