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Figure 1.--. |
The Educational Review Office (ERO) prepared the following ACCOUNTABILITY REPORT of a state boys' secondary school in Auckland.
This accountability report prepared by the Education Review Office is based on an examination of the extent to which the Board of Trustees is meeting its legal obligations and undertakings to the Crown. These are contained in legislation and regulations and include undertakings entered into through specific agreements such as the charter. This accountability report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Location: Newmarket, Auckland
Type: Form 3-7 Special features: Hostel Teaching staff: Teacher salary funding: Direct resourcing
Number of students Ethnic composition: Pakeha 69%; Chinese 19%; Indian 4%; Mäori 3%; Samoan 2%; Tongan 1%; Other 2%
Gender composition: Male 100%
Previous reports and confirmation dates: Assurance Audit, April 1993 and Effectiveness Review, August 1994
The 1994 Education Review Office report noted the high level of effectiveness of the board and staff in promoting student achievement. The report made only two minor recommendations to the board and noted many school-based factors that promote student achievement. These factors are once again very evident. This report is different from the previous report in three respects.
Students receive high quality support and guidance and have access to a wide range of co-curricula activities. Funding from the Ministry of Education for the special needs of students is used appropriately. Good provision is made for the needs of the senior students.
The board complies with most of the many requirements with regard to the composition of the board, meeting procedures, terms and holidays, the enrolment of students, student attendance and the suspension of students. There are a number of matters remaining for
the board to address. The Education Act requires trustee involvement in the implementation of the health syllabus. The principal should regularly, about
every two years, consult parents and guardians about the health programme in the school. He should within six months of each
consultation provide the board with a report on the consultation process and a written description of the proposed health programme.
The Education Act grants an entitlement of free enrolment and free education to non-foreign students enrolled at the school. The Ministry of Education circular 1994/31 provides boards with the details of the charges for which the board can legitimately require
payment from parents. The board has a set “school fee” per student and supplies parents with a comprehensive explanation about the reasons for the fee. The explanation does not, however, state the voluntary component of the fee. The school fees notice to parents
should be amended to distinguish the voluntary component from those charges which are legitimately recoverable.
There are very few suspensions of students from school. The board receives an oral report from the principal about each suspension. These reports should, however, provide the board with full written descriptions of the circumstances of the suspensions.
The board has made good use of external consultants to ensure that safe and healthy working conditions exist for all staff and that the responsibilities of ancillary staff are clearly described. However, while the board is concerned to fulfil its responsibility to be a good
employer, it has yet to develop a number of the policies and procedures needed to comply with employment legislation.
The board has developed an equal employment opportunity (EEO) programme this year. It should ensure that the programme is implemented. The board should adopt procedures which will ensure annually both the development and implementation of an EEO programme and the reporting on its implementation to this Office.
The board is unable to demonstrate that it meets the requirement of the State Sector Act for the impartial selection of suitably qualified persons for appointment. The board should develop an appointments policy and procedure so that it can demonstrate that it meets this
requirement.
The board has developed a policy about sexual harassment in the school. It should now develop complaints procedures and ensure that all staff have a copy of this document. This will further protect staff and decrease the liability of the board in the event of actual sexual harassment.
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The board has a policy on smoking for the workplace. The board should ensure that copies of the policy on smoking are displayed prominently and that non-smoking areas are identified particularly for the benefit of visitors to the school.
The board has designated a senior member of the teaching staff to act as the Privacy Officer. The board should now develop policies and procedures which will ensure compliance with these principles.
3.2.1. Delivery of Mathematics in the New Zealand Curriculum
The department has a good organisational structure for planning and implementing the curriculum. This has facilitated the development of good quality integrated learning programmes across all year levels. The learning programmes address all strands of the curriculum. The junior mathematics programmes are distinctive in the considerable emphasis given to algebraic skills. The programmes appropriately incorporate concept learning, skill development, maintenance activities and applications.
Learning programmes have a problem solving approach and give students opportunities to learn problem solving techniques. The mathematics staff incorporate realistic and meaningful contexts into learning programmes. However, their provision of open ended problems in the year 9 to 11 programmes is minimal and in the case of the year 9 programmes is inadequate.
Staff evaluation of student achievement is of good quality. Assessment programmes measure student achievement of the planned learning objectives in a meaningful and manageable manner. Problem solving skills are assessed. There are good systems for
moderating marks between classes where this is necessary. The assessment information is used to make judgements about the progress of individual students and groups and to evaluate the quality of the learning programmes. Teachers do not make judgements about each student’s degree of achievement of the particular objectives of the curriculum which make up a topic, even though this is an expectation in the mathematics curriculum (p16). Nevertheless, given the way in which the learning programmes and classes are organised, it is most unlikely that the more precise achievement information would better inform students and parents about progress being made or help teachers with programme planning.
The learning programmes cater well for students. The great majority of students have a good level of success in their learning. They are provided with challenging programmes and appropriate provision is made for maintenance of skills and knowledge.
3.2.2. Delivery of Science in the New Zealand Curriculum
All year 9 and 10 students study science. At year 11, the more able academic students can begin studying biology, chemistry and physics as separate subjects. A School Certificate science course is available to all year 11 students. All year 11 students study a
science subject in keeping with this requirement of the New Zealand Curriculum Framework.
The planning of the learning programmes is of good quality. All strands of the curriculum are addressed and teachers use the achievement objectives of the curriculum to identify specific learning outcomes. The planning is comprehensive, integrates programmes
across year levels and provides good guidance to teachers.
The investigative approach of the curriculum is evident in learning programmes. Students receive ample opportunities to carry out investigations, analyse their observations and make conclusions. However, some students get limited opportunities to ask questions
and refine them for investigation, make testable predictions and design experiments. The Office draws the attention of the science staff to page 44 of the science curriculum statement. Given the large number of teachers within the department and the highly structured
programme planning, the issue is likely best addressed through further development of the schemes of work and through the monitoring of the work of teachers.
The learning programmes cater well for students. The great majority of students have a good level of success in their learning programmes. There are a small number of junior students who have low levels of achievement in science as they do in their other subjects. The board intends to develop a four year School Certificate course to better cater for these students.
Staff evaluation of student achievement is of good quality. Assessment programmes measure student achievement of the planned learning objectives in a meaningful and manageable manner. Some investigative skills are assessed. There are good systems for
moderating marks between classes where this is necessary. The assessment information is used to make judgements about the progress of individual students and groups and to evaluate the quality of the learning programmes.
3.2.3. Delivery of English in the New Zealand Curriculum
The English department staff are working towards full implementation of the new English curriculum within the context of a traditional academic approach to the teaching of English. Since the 1994 report teachers have done considerable work to include the oral strand
more effectively in programmes. Many teachers are now also developing the visual language strand.
Although some work has been done to link the existing learning programmes to the achievement objectives of the English curriculum, this work is still in a developmental stage and few staff are able to demonstrate the intended link. There is little evidence of programme planning that matches the identified needs of the students in the class to the demands of the English curriculum. Few teachers are able to monitor student progress against the national achievement objectives.
The emphasis in teaching programmes is on reading and writing the English language effectively. Teachers focus on developing an
understanding of the grammar and conventions of English and in the best programmes these are set in context for students. These programmes also make effective use of New Zealand material and give students opportunities to read and discuss a range of
established literary texts.
Students from a non-English speaking background may choose to enter an alternative English programme where the focus is on the acquisition of language skills. Other students receive language support through the community tutoring programme.
Summative assessment of student achievement is largely based on examinations. The quality and quantity of formative assessment varies considerably as do the assessment records. Recent developments ensure that assessment also reflects the importance of the oral strand. Staff should now develop their assessment of the visual language strand. The head of department should ensure that teachers use student achievement information to evaluate the effectiveness of programmes and their own practice.
The principal has made appropriate use of an external expert to help the staff of the department to further develop the quality of the learning programmes.
3.2.4. Readiness to Deliver Technology in the New Zealand Curriculum
The board of trustees has implemented several initiatives which will help with the implementation of the technology curriculum in 1999. The school has two well equipped computer suites. Staff and students are encouraged to use these facilities as part of the daily
teaching programmes. The responsibilities of the recently appointed Director of Information Services include setting up a computer
network for the school and developing a proposal for use of Internet.
Some departments are developing learning programmes for 1998 according to the requirements of the curriculum statement. Modules
on electronics are to be included in science programmes. An update of information systems is planned for the library and English
department. Several new modules incorporating materials technology are ready for implementation by the technical studies department.
At this stage the board is ready to deliver the curriculum in three of the six technological areas required for years nine and ten.
3.2.5. Use of Targeted Funding for Educational Achievement
The Ministry of Education does not provide any of this category of funding to the board.
3.2.6 Use of the Special Education Grant
The special education grant has been appropriately allocated to support student learning. A well managed support programme for teaching staff and students has been established. Teachers and a teacher aide provide for the special learning needs of students
including those for whom English is a second language. Students are helped with their learning on an individual, small group and whole
class basis. Specific support tasks include help from specialist staff with in-class activities, withdrawal from class for one-to-one
tuition, and daily involvement in the parent-tutor programme. The strength of the parent-tutor programme is a feature of the school.
Learning support staff liaise closely with teaching staff to ensure that effective and appropriate learning support programmes are
maintained for individual students. Student progress is formally monitored by learning support staff through the collation of information
and data from classroom teachers, specialist staff, parent tutors and the students. This information is analysed on an individual student
basis and used to develop future learning tasks.
3.2.7. Provision of Education for Senior Students
The board offers senior students a traditional range of academic programmes which lead to national qualifications. The principal and
senior managers “stream” most of the classes so that all students are taught at a pace and level appropriate to their abilities. This
practice, combined with high expectations, facilitates a consistently high level of scholarship.
The board uses enrichment and acceleration strategies to cater for the special needs of the able academic students. The main strategy
used is acceleration. By the end of form six the accelerated students are a full academic year ahead of their cohorts. Those returning
in form seven can further extend their scholastic achievement beyond University Bursary through extension courses or they can study new subjects. The specific enrichment courses provide learning experiences of an inter-disciplinary nature not possible within the
scope of individual subjects.
The school has a small number of students for whom a single form five year prior to entering the School Certificate examination is
inappropriate. The board intends to introduce a special two year form five course in 1998 for these students.
The board does not offer any National Qualifications Framework unit standards courses.
Senior students are provided with a number of support services. Deans and form teachers provide an effective guidance service to
students in choosing subjects. Special staff provide English language support for identified students and for those students for whom
English is a second language. Teachers provide all senior students with a comprehensive health and physical education programme.
An extensive physical recreation, sport and co-curricular programme is a significant feature of the school.
Most subject departments have established sound standards based assessment and moderation practices. These departments ensure
that senior students are aware of expectations and learning objectives and know how their learning is to be assessed. Assessment
policies are written and agreed to ensure consistency among teachers, subjects and classes. The mathematics and science departments provide good examples of such practices.
Students receive useful information about their progress through good quality assessment programmes and feedback from teachers.
Regular written reports to students and parents provide summary statements of progress. The report form generally provides exam
results, student placement in class and brief comments from teachers.
Students are provided with well organised and administered careers information and guidance programmes. Staff actively target
students who need assistance with making career decisions. Programmes are provided to equip students with skills that may help their
transition to the workplace. These include learning modules that highlight particular career paths, a careers evening for students and
their parents, and weekly lunch time visits to the school by tertiary representatives and other training providers. Skill enhancement
courses, practical work experience and free personal assessments by professional management consultants are also offered to
students. Facilities are well resourced and well managed. Staff are available for consultation by students throughout the school day.
There are increasing demands on the careers staff to respond to the needs and requirements of the students. Some careers staff also have timetabled teaching responsibilities. The board should consider monitoring the work requirements of the staff in the careers
information and guidance department.
3.3.1. Provision of a Safe Physical and Emotional Environment
The board of trustees has made appropriate provision for a safe physical and emotional environment for students. Students and staff
are provided with clear guidelines on the board’s expectations for student behaviour. A well organised support network for students
has been established. This involves liaison between students, classroom teachers, department heads, deans and the director of guidance.
The deans are the key link between the students, teaching staff, the guidance network and senior managers. They provide social and
pastoral support to students, monitor student academic progress and attendance, and liaise with parents. They also provide support to
classroom teachers on the behaviour management of students.
Student prefects have a range of roles and responsibilities. Prefects are appointed after an extensive selection process involving staff and students. They are provided with leadership training as preparation for their roles and responsibilities. The performance of prefects is closely monitored by the deputy principal in consultation with staff and the student body. Prefects are regarded as an extension of the senior management team. They are also expected to be role models to their peers.
The progress and achievements of students of the hostel are also closely monitored by staff. Many hostel staff are also members of the
teaching staff. This enables close liaison between tutors, the school deans, subject teachers and the guidance network on the overall
needs of individual hostel students. Appropriate provision is then made by hostel tutors to help hostel students with their academic,
social and pastoral needs. Hostel students receive a formal report on their performance in the hostel as part of the regular schoolwide reporting process.
The board of trustees addresses National Education Goals 9 and 10 in several ways. Aspects of te reo me ngä tikanga Mäori are integrated into the social studies and senior social sciences programmes. The art programme appropriately includes Mäori art and staff
encourage Mäori students to develop their individual artistic talents. The school kapa haka performs at important events such as
assemblies and the Auckland Secondary Schools Mäori and Pacific Island Festival. This group is expertly tutored by senior students
and parents and well managed by a staff member. The establishment of a te reo Mäori programme in the school would be an
appropriate complement to the board’s present efforts. The board should consider providing a Mäori language programme at junior level even if only by correspondence. A te reo Mäori programme could then develop and expand according to demand.
The school has a small but significant number of Mäori students in the school. They include students with high promise in art and the
Manu Körero national champion for senior Mäori. The school kapa haka group is tutored by senior students, some of whom are also
prominent as role models to their peers. The school as a whole benefits from the outstanding achievements of these students.
The appointment of Mäori teachers who can provide students with good role models is desirable, and preferably they should have
expertise in te reo me ngä tikanga Mäori. However, there are few such teachers who apply for positions on the staff. The board will have to take the initiative and actively seek and recruit high quality Mäori teachers.
3.5.1 Performance Management of Teachers - Criteria to be Taken Into Account
The board has begun to implement an appraisal system of teacher performance that meets all but one requirement. The board’s two year appraisal cycle does not allow all teachers to participate in the appraisal process at least once in a twelve month period. The
board is aware that it does not comply with this requirement. The board has deliberately organised a two year appraisal cycle as trustees believe that an appraisal of each teacher each year is unnecessary for effective performance management and is burdensome.
The board may have construed the task to be far more demanding than it is, particularly given the high degree of expertise amongst the
teaching staff. The board should reconsider the implications for staff of requirements of the appraisal process as listed in section 3.2.2
of the Education Gazette of 10 February 1997.
There are also some issues of good practice which the board should consider. The board should ensure that teachers sign and date
their job descriptions and that a copy is held by both teacher and management. Secondly, heads of departments are able to nominate
a subject specialist from another school as their primary appraiser. Although this curriculum expertise may be useful, the board should
consider the extent to which this process addresses the appraisal of the performance of their other responsibilities.
3.5.2 Teacher Registration
The board demonstrates its commitment to employing registered teachers by meeting registration costs for teachers. It has recently
developed a system to ensure that all permanently employed teachers are currently registered, provisionally registered or have a limited authority to teach.
The board’s system for ensuring that all teachers are registered or have a limited authority to teach is in the process of development.
There are currently some part-time teachers who do not have the legal authority to teach. Trustees should ensure that any part-time or relieving teachers employed for more than ten days a year have a legal authority to teach.
The board of trustees follows the principles of financial management established in its financial policies and procedures. The board
allocates funds to reflect the school’s priorities and to support policy objectives. It endeavours to maximise the educational benefits
that can be obtained from funding available. Trustees monitor and control school expenditure through a system of internal checks
within the school and through monthly financial reports. The finance manager prepares annual accounts for audit according to statutory requirements. The principal, finance manager and accounting staff manage the business system effectively and efficiently. The board, through its
finance committee, consults with school managers, heads of department and support staff in forming the budget and in financial forward
planning. Budget holders exercise autonomy in operating within their budgets. Monthly reports help budget holders to reconcile their records.
The board has sound policies and systems for managing the school’s assets. The board works with the Ministry of Education, property consultants and architects to determine future capital works requirements. The supervision of daily and long term property
maintenance is delegated to the executive officer who, together with a consultant, operates effective systems to ensure that the buildings
and grounds are maintained at a high standard.
Staff and students work hard to ensure that their working environments are pleasant, safe and clean. The school environment is kept
free of graffiti and litter. The refurbished main block and carpeted classrooms reduce noise levels.
Health and safety issues are well managed so that the environment is safe for employees and students. The board is active in ensuring
that hazards are identified and where possible addressed and eliminated.
The procedures for staff and students in the case of fire and earthquake are well publicised throughout the school. Evacuation
procedures are carried out regularly and there is provision for post disaster rescue and relief in the event of a civil emergency.
The school does not have any attached units or teachers.
Ensure that the principal consults parents and guardians about the implementation of the health syllabus; and that he, within six
months of these consultations, provides the board of trustees with a written description of the nature and results of the
consultations, and a written description of the proposed health learning programme. [Education Act 196, 105C(3-4)]
Amend the school fees notice to parents to clearly indicate the voluntary component. [Education Act 1989, 3]
Ensure that the principal provides a full written description of the circumstances of the suspension of a student as soon as is reasonably practical after suspending a student. [Education Act 1989, 14]
Provide annually to the chief executive of the Education Review Office a summary of the equal opportunities employment
programme and an account of the extent to which the programme was implemented. [State Sector Act 1988, 77D(2-3)]
Operate a personnel policy containing provisions for the impartial selection of suitably qualified persons for appointment. [State Sector Act 1988, 77A(c)]
Ensure that copies of the board policy on smoking are displayed prominently and that non-smoking areas are identified. [Smmoke-free Environments Act 1990, 7]
Ensure that the privacy officer’s responsibilities comply with requirements. [Privacy Act 1993, 23]
Ensure that the job performance of each teacher is appraised at least once within a twelve month period. [State Sector Act 1988, 77C]
Ensure that all teachers employed for more than ten days a year have a current practising certificate or a limited authority to teach. [Education Act 1989, 120B (3)]
The board should consider:
developing and publishing a complaints procedures for sexual harassment;
giving students more opportunities to work with open ended problems in mathematics;
giving all science students more opportunities to form and test hypotheses;
requiring all English teachers to evaluate the effectiveness of their learning programmes and their own practice;
monitoring the work load of the staff in the careers information and guidance department;
offering te reo Mäori as a subject at junior level;
actively recruiting high quality Mäori teachers; and
ensuring that teachers sign and date their job descriptions.
The students at Auckland Grammar School receive high quality programmes in a competitive and examinations oriented context. They enjoy a wide range of opportunities for cultural and sporting activities and have access to a well developed guidance and support system.
[Signed]
David Whalley
Area Manager
for Chief Review Officer
Date: [5/12/97]
Roll generated entitlement: 110.5
Other: 2.35
Number of teachers: 116
Foreign (fee-paying): 45 students
Roll number: 2025
2. SUMMARY
First, it focuses upon the extent to which the board is meeting its legal requirements rather than the levels of student achievement.
Second, as a result of this focus, this report contains a lengthy list of matters which the board is required to address and a much longer list of recommendations than was the case in the previous report.
Third, the report concentrates on the curriculum areas of mathematics, science and English.
The board complies with most of the many requirements with regard to board administration and the management of finances, Mäori education, personnel and property. Some of the matters which the board has yet to address are minor and do not impact upon learning programmes. The major area for board attention is personnel management. The new mathematics and science curriculums are being successfully implemented. There are three matters of emphasis to be considered. The junior mathematics programmes make little provision for students to work with open ended problems, and science
students should have more pportunities with hypothesis formulation and testing. The introduction of the new English curriculum is proving problematic and the board is appropriately obtaining expert advice and guidance for the English department staff.
3. FINDINGS
3.1 Board Administration
3.2. Curriculum Management
3.2.8. Provision of Careers Information and Guidance
3.3 Student Support
3.4. Management of Mäori Education
3.5. Personnel Management
3.6. Financial Management
3.7. Asset Management
3.8 Attached Teachers/Units
4. ACTIONS REQUIRED TO MEET LEGAL OBLIGATIONS AND
UNDERTAKINGS
4.1.
4.2.
4.3.
4.4.
4.5
4.6.
4.7.
4.8.
4.9.
5. SUGGESTED DEVELOPMENTS
5.1.
5.2.
5.3.
5.4.
5.5.
5.6.
5.7.
5.8
6. CONCLUSION
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