Inglewood High School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

Inglewood High School, Te Kura Tuarua o Kōhanga Moa, provides education for students in Years 9 to 13. The school is in the township of Inglewood, Taranaki. The school belongs to the Kāhui Ako o te Kōhanga Moa. The school’s values are Manaakitanga (respect), Ora (confidence), and Ako (excellence).

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report of October 2022, the school has focused on how effectively the school’s 
Year 9 and 10 modular curriculum promotes continuous improvement for all learners.

Expected Improvements and Findings

The school expected to see:

Learners engaged with their learning.

• Learners, supported by their parents, choose their own modules of learning to increase engagement and interest in learning.
• The junior curriculum is responsive and agile by design; improvements to modules are made quickly to respond to student interests and needs.

Learners achieving their goals through an increasingly responsive curriculum.

• Curriculum achievement, including literacy and numeracy, is monitored carefully to ensure that learners experience the breadth of The New Zealand Curriculum and are well prepared for national assessments.
• National Certificate of Educational Achievement (NCEA) results have been maintained; most learners continue to achieve at Level 1 and 2 with the large majority achieving Level 3.
• Learners are offered a broad range of opportunities that help them achieve academic and other goals.

Learners experience a positive sense of wellbeing.

• Learners say that they feel a sense of belonging and acceptance within a caring culture that celebrates diversity and inclusivity. 
• Learners recognise and appreciate that the school and its teachers prioritise whanaungatanga and recognise a wide range of success.

Other Findings

During the course of the evaluation, it was found that the junior modular curriculum has created an environment that supports students and teachers to incorporate their interests and expertise into learning programmes promoting greater ownership of teaching and learning for both students and teachers. 

The greatest shift that occurred in response to the school’s action has been the improved engagement of students in their learning.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• Most Year 9 and 10 achieve expectations in literacy and mathematics and curriculum coverage is carefully monitored so that students can be ready for NCEA; most learners achieve NCEA Levels 1 and Level 2.
• Outcomes for success and wellbeing have been sustained over time; there are no significant inequities between groups of learners.
• Learning programmes and interventions are increasingly personalised to meet student’s many different learning and engagement needs; targeted support is in place and learners with additional and complex needs are well supported. 
• The majority of students regularly attend school; attendance rates have improved however, the school is not yet meeting Ministry of Education targets.

Conditions to support learner success

• Leaders actively promote the school’s vision and values; they make sure that they are aligned and enacted in the wider curriculum.
• Leadership strengthens teachers’ practice through professional learning and collective inquiry and their active involvement in a range of national networks.
• Leaders take a considered and evidence-based approach when developing schoolwide strategies to improve outcomes for all learners.

• Learners have many opportunities to learn across the breadth and depth of The New Zealand Curriculum and gain sound foundation skills including literacy and mathematics.
• Parents and whānau are respected partners in learning; they are involved in decision making with their children to help the curriculum connect to student interests and aspirations.
• Relationships between staff and learners is founded on mutual trust and allows learners to seek help when needed.

• Inclusion and wellbeing practices include programmes and co-curricular opportunities that encourage learners to participate fully in a wide range of learning opportunities.
• The board are well informed and work with leaders, staff, whānau and the wider school community to develop clear, strategic targets that prioritise student achievement and wellbeing.
• A range of community resources and expertise are used to promote and improve learner health and wellbeing. 
• Careful resource management supports the school to effectively respond to diverse needs.

Part C: Where to next?

The agreed next steps for the school are to: 

• embed programmes that support all students to learn how to learn (learnership); make sure this is collectively understood and consistently applied across the school
• continue to develop, embed and resource programmes that motivate all learners to engage and take ownership of their learning
• continue to develop the role of the form teacher so that they can support students to attain their goals and aspirations
• continue to track and respond to attendance issues to increase the numbers of learners who attend school regularly.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• review attendance, engagement, achievement and wellbeing information, along with relevant systems and practices and report findings and future actions to the board
• report the progress and impact of customised learning programmes to the board to help them with decision making for ongoing resourcing

Annually:

• analyse and report achievement, engagement, attendance and wellbeing outcomes to the to the board and community.

Actions taken against these next steps are expected to result in:

• improved attendance, achievement, engagement and wellbeing outcomes for all learners
• programmes of learning and support that meet the growing diversity of student needs
• improved systems of support to help all learners achieve their goals and pursue their chosen pathway. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki 

Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

27 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home