Longburn adventist college 22 10 2013

Longburn Adventist College 22/10/2013

From: http://ero.govt.nz/index.php/Early-Childhood-School-Reports/School-Reports/Longburn-Adventist-College-22-10-2013© ERO 2010Page / 1 10

Longburn Adventist College Education Review1 Context 2

2 Learning 3

3 Curriculum 5

4 Sustainable Performance 7

About the SchoolLocation Palmerston North

Ministry of Education profilenumber

191

School type Secondary (Years 7 to 13)

School roll 305

Number of international students 30

Gender composition Female 54%, Male 46%

Ethnic composition NZ European/PākehāPacificMāoriOther ethnic groups

52%15%13%20%

Special features Integrated school

Review team on site August 2013

Date of this report 22 October 2013

Most recent ERO report(s) Education ReviewSupplementary ReviewEducation Review

October 2010May 2008September 2006

The Purpose of an ERO Report

Longburn Adventist College Education Review Report 22/10/2013


The purpose of ERO’s reviews is to give parents and the wider school community assuranceabout the quality of education that schools provide and their children receive. An ERO schoolreport answers the question “How effectively is this school’s curriculum promoting studentlearning - engagement, progress and achievement?” Under that overarching question EROreports on the quality of education and learning outcomes for children and for specific groupsof children including Māori students, Pacific students and students with special needs. EROalso reports on the quality of the school’s systems for sustaining and continuingimprovements.

Disclaimer

Individual ERO school and early childhood centre reports are public information and may becopied or sent electronically. However, the Education Review Office can guarantee only theauthenticity of original documents which have been obtained in hard copy directly from eitherthe local ERO office or ERO National Office in Wellington. Please consult your telephonebook, or see the ERO web page, , for ERO office addresses.contact us

1 Context

http://ero.govt.nz/index.php/Contact-Us



1 ContextWhat are the important features of this school that have an impact on student learning?

Longburn Adventist College is a Years 7 to 13 integrated, special character school of 305students located on the outskirts of Palmerston North. The majority of students are from thelocal area. Approximately 10% of students are Māori with a range of iwi affiliations. The hostelboarders and a significant number of international students contribute to the distinctive tone ofthe school.

The school defines its special character as being determined by a “faith system made up ofthe Christian beliefs, values and lifestyle of the Seventh Day Adventist Church.” Christianvalues effectively underpin the caring, family atmosphere existing within the multicultural mixof students and staff. A very inclusive culture supports diversity and positively contributes tostudents’ sense of belonging.

Participation in a range of cultural, sporting and outreach activities is encouraged. Assembliesand newsletters celebrate success in these areas and of past students.

2 Learning



2 LearningHow well does this school use achievement information to make positive changes to learners’engagement, progress and achievement?

Nearly all students leaving school gain at least National Certificate of EducationalAchievement (NCEA) Level 2. Students leaving school with at least Level 2 is a high priorityfor the school and a focus for self review. The percentage of students who achieve this issignificantly higher than nationally. In 2012 for example, 81% of leavers had Level 3 and 92%had at least Level 2. Māori and Pacific leavers share equally in this success.

Since the August 2010 ERO Report, teachers and managers have strengthened theirunderstanding and use of student achievement data. An important next step is to increase theextent that assessment information is used to evaluate the effectiveness of teaching practicesand other programmes.

National Standards information reported by the school at the end of 2012 indicated most Year8 students achieved at least at expectation for their year level in reading, writing andmathematics.

Assessment practice in the junior school should be improved through building sharedunderstanding and consistency in relation to:

making and moderating National Standards' judgements in Years 7 and 8

teacher use of assessment data to target teaching to individual needs

systematically considering progress of individual students during each year.

In addition, senior leaders need to be more informed about good practice in acceleratingstudents' progress and evaluating the impact of actions at Years 7 to 10.

Success in NCEA is significantly supported by high levels of completion of internalassessments, all students involved in six subject courses and many students having theopportunity to gain credits in advance of their year level. Staff are aware of the need tocontinue to build the quality of NCEA certificates achieved by increasing the number ofsubject and certificate endorsements and through increased involvement in externalassessment.

There is a very high level of retention to Year 13 for all groups of students, including for anumber whose learning was at risk in the junior school.

Schoolwide and department analysis of NCEA data is appropriately shared with the board of



trustees to help set annual targets for achievement. The targets should be strengthened bybeing more specific and including actions to support them, systems for monitoring progressand evaluating success.

Well-considered individualised programmes support students with high learning needs.Anecdotal evidence suggests these students gain success. More formal evaluation, based onachievement information, should better show the impact of these programmes on studentlearning.

Parents receive useful information about their children’s learning through written and onlinereporting. They are well informed about achievement, what students know and their nextsteps in learning.

3 Curriculum



3 CurriculumHow effectively does this school’s curriculum promote and support student learning?

The curriculum effectively promotes student learning.

The special Christian character is strongly embedded through class programmes that arebased on School-developed values and skills, and attitudes forThe New Zealand Curriculum.successful learning are very evident. Bible is a compulsory subject at each year level.

Subject selection in the senior school is flexible and responsive to the selected pathways ofmost learners. Multi-level classes in the senior school assist a range of subject choices to beoffered.

Teachers know students well and are generally aware of the support necessary for studentswith greater needs. Relationships between students and with teachers are respectful andencouraging. A supportive learning environment is apparent.

In classes observed by ERO, students were well engaged in their learning. Many of theclasses were teacher directed, but an increasing range of strategies is being used. Sharedlearning activities and conversations, making connections to prior learning and encouragingreflective thought and action were apparent in many classes. Schoolwide professionaldevelopment and performance management programmes are encouraging wider use ofteacher actions known to have a positive impact for learners.

Students' learning is enhanced by a school culture that is very responsive to their emotionaland social needs. Effectively supporting individual wellbeing is a high priority and a sharedresponsibility.

Pacific staff and senior students are valuable role models. Opportunities are provided to enjoystudents’ varied Pacific cultures and to share these with the school community. The school iscommitted to continuing to promote opportunities for extending Pacific identity and culture.

How effectively does the school promote educational success for Māori, as Māori?

The special character effectively supports and nurtures spiritual values throughwell-established rituals and the fostering of respectful, supportive relationships. Māoristudents are able to feel a sense of belonging and regularly take on leadership roles.

Māori students stay at school longer and achieve qualifications at a level considerably higherthan in schools nationally.



The school and ERO agree the next steps in promoting further success for Māori are:

for teachers to use to considerTātaiako: Cultural Competencies for Māori Learnersways to further promote the culture, identity and language of Māori students

to continue to develop whānau partnerships, including with local iwi.

4 Sustainable Performance



4 Sustainable PerformanceHow well placed is the school to sustain and improve its performance?

Processes for self review have been established and they focus on teaching and learning. Arange of internal and external review enables the school to sustain and improve itsperformance. Students and parents contribute to self review. Increasing the effectiveness ofself review should result from the better use of evidence, including achievement information,to consider the impact of actions to support and improve student outcomes.

Performance management processes support staff to reflect on their own teaching practice.Shared understanding about effective strategies to promote learning is developing throughschool wide professional development. The improved collaborative learning communityshould assist teachers to be more responsive to the needs of students.

Further developments to increase the effectiveness of performance management shouldinclude:

greater use of student achievement information to support reflection, including for theprincipal’s appraisal

focused observations to provide specific feedback

at the end of each appraisal and attestation cycle, identifying next steps to continue toimprove teaching and leadership.

The school’s vision and values are clearly stated, understood by parents and supported bystaff. The cohesive senior leadership team focuses on further improving student outcomesthrough self review. They provide clear expectations, guidelines and support for teachers todevelop their practice.

Teachers are well supported by senior managers to initiate and lead in school developmentactivities. The multifaceted nature of the school means it is important to regularly evaluatestaff and leaders’ roles, responsibilities and time allocations to ensure outcomes for studentsare made the most of and sustainability is promoted. There is a need for greater curriculumleadership at Years 7 and 8 to provide guidelines and monitor learning and assessmentprogrammes to ensure they are targeted to students’ strengths and needs.

Provision for international studentsThe school is a signatory to the Code of Practice for the Pastoral Care of InternationalStudents, (the Code) established under section 238Fof the Education Act 1989. At the time ofthis review, there were 29 international students attending the school.



The school has carried out comprehensive review of its provision for international studentsand attested that it complies with all aspects of the Code.

The wellbeing and academic progress of international students is effectively supported byshared responsibility and good lines of communication across the school.

Provision for students in the school hostelThe school hostel within the Longburn Adventist College grounds is known as L.A.C. House.It currently accommodates 71 students, 23% of the school roll, and includes 29 internationalstudents. It is owned by the New Zealand Pacific Union Conference of Seventh DayAdventists. The trust board takes all reasonable steps to provide a safe physical environmentthat supports learning and wellbeing of students.

The special character of the school is strongly evident in the hostel. Managers know thestudents well and provide a warm, responsive environment for them to live as a family. Thediverse cultures of staff and students are valued and celebrated. Routines provide a clearstructure for boarders.

Senior and junior students mix freely. Older students actively support and guide youngerones. Transitions are supported by positive relationships and attitudes to hostel life.Leadership opportunities are encouraged. Expectations for behaviour are clearly outlined andunderstood. Regular communication between school and hostel staff and with parentsensures that the holistic needs of students are met.

To further improve provision, the hostel manager and principal should clearly define, shareand monitor the role of the volunteer deans to ensure greater consistency in the way theywork with boarders.

Board assurance on legal requirementsBefore the review, the board of trustees and principal of the school completed the ERO Board

. In these documents they attested that theyAssurance Statement and Self-Audit Checklistshad 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 highimpact on student achievement:

emotional safety of students (including prevention of bullying and sexual harassment)

physical safety of students

teacher registration

processes for appointing staff

stand-downs, suspensions, expulsions and exclusions

attendance.

In order to improve current practice, the board of trustees should fully document andimplement the process for the principal’s appraisal each year.

When is ERO likely to review the school again?ERO is likely to carry out the next review in three years.

Joyce GebbieNational Manager Review ServicesCentral Region (Acting)

22 October 2013

Documents

Longburn adventist college 22 10 2013