Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 18 months of the Education Review Office and Kelston Boys’ High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz
Context
Kelston Boys' High School is a state school in West Auckland. It provides education for learners in Years 9 to 13. The school provides bilingual pathways in te reo Māori, Samoan and Tongan languages.
Kelston Boys’ High School (KBHS) offers pathways in Health Science, Police and Service Academies. The school is a member of the Te Whānau Mātauranga o Kerehana Community of Learning.
Kelston Boys’ High School’s strategic priorities for improving outcomes for learners are:
- TAHI: Growing successful young people.
- RUA: Ensure quality teaching and leadership.
- TORU: Have strong community relationships that grow learning opportunities.
- WHA: Provide a safe and inclusive environment.
- RIMA: Be in a strong financial position to support growth.
You can find a copy of the school’s strategic and annual plan on Kelston Boys’ High School’s website.
ERO and the school are working together to evaluate how well the design and implementation of the KBHS framework for effective teaching and learning helps to raise student achievement.
The rationale for selecting this evaluation is to:
- raise student achievement across the school
- promote the consistent use of effective teaching practice and expectations
- ensure the use and analysis of student achievement information to inform decision making
- enable the school to strengthen planning and implementation to improve outcomes.
The school expects to see:
- the consistent use of the KBHS teaching and learning framework, across all curriculum areas
- teachers engaging with student achievement information and using data more effectively to make informed decisions to raise achievement and accelerate progress
- teachers promote high expectations for achievement
- learners are support to better understand and take ownership of their progress, learning steps and pathways
- learner progress and achievement outcomes become increasingly equitable and excellent
- strengthened planning and implementation of strategic priorities to improve outcomes.
Strengths
The school can draw from the following strengths to evaluate how well the design and implementation of the KBHS framework for effective teaching and learning helps to raise student achievement:
- an inclusive school community that celebrates and values individual learners and their language, culture and identity
- learners experience a strong sense of belonging, brotherhood and connection to the school
- staff culture of collaboration sustains relational trust and an ongoing commitment to continuous improvement
- ongoing professional development for staff in cultural relationships for responsive practice.
Where to next?
Moving forward, the school will prioritise:
- professional learning to ensure a shared understanding and consistent implementation of the KBHS teaching and learning framework
- use of data to identify, monitor and inform further actions
- evaluation of planned priorities on outcomes for learners in relation to achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen
Director of Schools
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