The purpose of ERO’s reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements. The report answers four key questions about the school.
What are the important features of this school that have an impact on student learning?Hutt International Boys’ School (HIBS) was established in 1990. It is an integrated, multi-denominational school that is affiliated with the Anglican Church. It is situated in Upper Hutt City and provides education from Years 7 to 13. At the time of this ERO review, the roll comprised 653 students, most identifying as New Zealand European. The remaining 25% comprised small groups of students from a variety of ethnic backgrounds, including Māori, Pacific and Asian. Most students transition into Year 7 from schools across the Wellington region. Charter aims are to provide an environment that encourages individuals to achieve personal best within and beyond secondary education. Boards of proprietors and trustees make decisions to support the vision for student success. The property and learning facilities are continually upgraded in response to changes in curriculum provision and teaching approaches. Students are offered a broad curriculum. This incorporates Christian principles, international perspectives and commerce. Self-management and leadership skills are valued alongside honour, integrity, belief in self and serving others. Most staff are long serving. The principal and assistant principal were appointed in 2014. Since the August 2012 ERO report, several beginning teachers have been selected to join the team and work toward their practising certificates. HIBS has maintained a positive reporting history with ERO. Recently implemented changes are contributing significantly to school performance.
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?Individual learning needs and wellbeing are paramount. A wide range of information is systematically gathered and used to promote engagement, learning and success for all. Student motivation, progress and achievement are tracked closely to identify those who require additional support to meet expectations. Responses are well considered, prompt and collaboratively managed. Regular follow-up ensures that support is making a positive difference. Data indicates sustained high performance across several dimensions. These include attendance, participation in curriculum activities, senior student retention, achievement and successes within and outside New Zealand. The school reports, and ERO has verified, that
- over three years, students in Years 7 and 8 have achieved consistently well in relation to the National Standards, with the majority achieving above the Standards in writing and mathematics
- students receiving learning support improve achievement levels steadily over Years 7 to 10 since 2011, all Years 11 to 13 students have achieved Levels 1, 2 and 3 literacy and numeracy
- performance in the National Certificates of Educational Achievement (NCEA) and University Entrance is consistently well above national rates and of schools of similar type, with high and increasing percentages achieving Merit and Excellence endorsements
- in 2014 students gained 25 scholarships across the curriculum, an increase on 2013
- students continue to be successful in chosen post-school pathways.
How effectively does this school’s curriculum promote and support student learning?Student success is promoted effectively. School structures and systems provide support for enacting the shared belief that personal best is achievable for all individuals. Positive engagement is valued as the precursor to positive learning experiences and promoted consistently through:
- reinforcement of the values
- development of key competencies for effective learners
- goal setting and monitoring for improvement
- encouragement to take responsibility for learning, leadership and service to others.
How effectively does the school promote educational success for Māori, as Māori?Māori students in all year groups enjoy high levels of achievement that are on a par with whole school performance. In 2014, most achieved:
- at or above the National Standards
- NCEAs with merit or excellence endorsements.
How well placed is the school to sustain and improve its performance?HIBS is very well placed to sustain and better performance. Reflective and self-review processes maintain the momentum of development and improvement. A culture of high expectations, relational trust, individual and collective responsibility is evident. There is coherence across all aspects of operation. Leaders model and promote expectations effectively through building teachers’ capability. A robust performance management process is implemented to provide assurance about the quality of teaching practice and response to development needs. Board policies, goals and financial management support the vision for excellence. The board receives regular and useful information on progress over the year, including the impact of resourcing on the quality of teaching and student success. This information is used by trustees and managers to decide what is best for improving conditions for promoting success. Engagement with the community has been strengthened to promote educationally purposeful relationships. Connections reach beyond HIBS parents and whānau and benefit other community members through shared resources.
- board administration
- management of health, safety and welfare
- personnel management
- financial management
- asset management
- 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