Cromwell College

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

Cromwell College is a rural co-educational secondary school for learners from Year 7 to Year 13 located in the Cromwell Basin. The school’s kawa (values) are kia manaaki (be respectful), kia māia (be courageous), and kia rawe (be your best).

There are three parts to this report:

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

Part B: An evaluative summary of learner outcomes and school conditions to inform the school board’s future strategic direction, including 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 in April 2023, ERO and the school have worked together to evaluate the impact on improved learner outcomes and academic achievement of an inclusive education. This approach is based around teaching and learning practices responding to learners’ languages, cultures and identities, Te Whare Tapa Whā wellbeing model, local contexts and the College’s kawa (values).

Expected Improvements and Findings

The school expected to see:

The continuing development of restorative systems and practices and caring values, where mutual respect and a sense of belonging create a basis for sustained connection to school.

• Learner and whānau feedback increasingly inform improvements to learners’ wellbeing, sense of inclusion and connection in the school.
• Regular communication between the school and its community about learners’ attendance, engagement and achievement is increasing parent and whānau involvement and interest in supporting their child’s progress.
• Teachers and leaders positively acknowledge learners’ application of the school’s values.

An emphasis on inclusive teaching practices to meet the learning and wellbeing needs of the school’s diverse range of learners.

• Teachers’ and learners’ use of the school’s mentored course selection process is improving learners’ decision making; learners choose programmes that suit their interests and aspirations.
• Course developments and timetabling more effectively address learners’ selections.
• The school is initiating steps to support English language learners through school and community-based initiatives to ensure equity for its increasingly diverse student population.
• Teachers are developing shared teaching and behaviour management strategies that increasingly support successful learner engagement and progress.

The development of a pilot programme to build positive engagement and achievement among the school’s priority learners. 

• Priority learners at risk of becoming disengaged participate in a community work experience programme, leading to more equitable outcomes including further training, education or employment.
• Student feedback and pastoral records confirm increasingly positive outcomes for learners, including gaining literacy and mathematics skills, maintaining constructive relationships with peers and staff and accessing practical training. 

An increased focus on achieving personal excellence.

• The school is increasing opportunities for learners to take on a range of leadership roles that contribute to modelling the school’s values.
• Teachers track and respond to learner engagement in class, with improvements in respect, resilience and effort shown by the majority of learners.
• The school has initiated support that is improving learner achievement levels in national qualifications, with a focus on literacy and mathematics.

The greatest shift that has occurred in response to the school’s actions is the embedding of inclusive practices that effectively meet the needs of learners; this includes careful consideration of pathways and supports for learners to achieve their potential.

Part B: Current state

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

Learner Success and Wellbeing

Most learners progress and achieve at appropriate curriculum levels and in school qualifications; outcomes are equitable.  

• Most Years 7 to 10 learners achieve at or above expected curriculum levels in literacy and mathematics.
• Most Year 11, 12 and 13 learners, including Māori, achieve the National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3.
• Learners seeking vocational, training or employment pathways beyond school are successfully supported through partnerships with the school community.
• Improving levels of attendance are approaching, but not yet at, the Ministry of Education’s national target; the majority of learners attend regularly.

Conditions to support learner success

Leaders use a range of appropriate evidence to strengthen decision making about the school’s direction and priorities.   

• Leaders use learning and wellbeing data and feedback from the school community to monitor initiatives and inform strategic planning to improve student outcomes.
• Leaders use the professional growth cycle effectively to evaluate how well teachers are developing a positive and inclusive learning culture focused on all learners achieving personal excellence.
• Curriculum leaders share evaluative reports on the impact of their work on learner achievement and progress with senior leaders who use findings to inform strategic school improvement actions. 

Curriculum design and teaching practices are increasingly responsive to learners’ needs.

• The school’s curriculum design increasingly reflects local contexts to address learners’ interests and aspirations through a range of connections to the community and the environment.
• Consistent teaching and learning practices emphasise restorative and inclusive practices and contribute to increased student engagement in learning.
• Learners identified as needing additional support are provided with relevant learning assistance, including the provision of English language learning, so they can successfully access the curriculum.

Leaders and the board ensure that community consultation and involvement meaningfully informs school improvement in learning, wellbeing and governance. 

• The board evaluates the school’s actions towards meeting its Tiriti o Waitangi obligations to know how well it acknowledges and supports the views and goals of the school’s Māori and Pacific communities.
• Leaders and teachers are increasing the presence of te ao Māori and tikanga Māori as part of daily school life to grow learner commitment to bicultural partnership.
• The board regularly consults with the school community to ensure that the school’s strategic priorities align with their needs and aspirations.

Part C: Where to next?

The agreed next steps for the school are to:

• continue to promote progress and achievement for all learners
• focus on improving learner achievement at NCEA, including achievement at merit and excellence levels and in New Zealand Scholarship, at or above levels achieved in the school’s Equity Index Band
• continue to use student and whānau feedback to inform school processes to improve learner wellbeing, sense of inclusion and connection to the school
• improve and sustain regular attendance.

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

Within six months

• leaders review current teaching and learning programmes, incorporating learners’ feedback to know how well programmes contribute to achieving academic excellence
• leaders review processes across all year levels to improve attendance and minimise truancy and lateness

Every six months

• leaders collaborate with learners and whānau to improve consistent, shared practices and accountability to support and enhance learner achievement, wellbeing and engagement
• leaders and teachers celebrate and acknowledge improved effort, achievement and attendance and use this to further motivate learners and improve learner success.

Annually

• leaders review and report to the board on attendance, achievement, wellbeing and engagement data to determine progress against actions, revise targets and inform next steps.

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

• increased achievement schoolwide, including in NCEA and New Zealand Scholarship
• improved learner wellbeing outcomes
• improved and sustained levels of regular attendance. 

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.

Sharon Kelly 
Acting Director of Schools

27 February 2025

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