Board of Trustees – ERO Report

Key highlights from the Kia Aroha College Term 1 2015 ERO Report include:

  • The community and whānau determination to provide a model of education that gives priority to and empowers culture, language and identity as relevant indicators of academic success, is now becoming a reality for their children and grandchildren. The school curriculum has a strong focus on social justice.
  • The school’s nurturing of and respect for indigenous learning, supports teaching and learning practices that restore and legitimise indigenous knowledge within the curriculum. Learning is culturally located so that students are able to experience their cultural norms throughout the school day.
  • The school uses achievement information effectively to make positive changes to learners’ engagement, progress and achievement.
  • The school’s curriculum is effective in supporting and promoting student learning.
  • The NCEA roll-based outcomes at Levels 1 and 2 for Māori exceeded similar schools and the achievement of Māori nationally. Pasifika student achievement in NCEA exceeds similar schools at Level 2 and in University Entrance.
  • The curriculum is culturally responsive.
  • At the heart of the school’s learning philosophy is the belief by parents, teachers, students and the board of trustees that student success is firstly based on students being successful and confident about themselves, their culture, identity and language.
  • Te Ara Tino Rangatiratanga, (the pathway to self determination), is a set of critical principles that underpin school beliefs and practices. The school’s learning philosophy defines how the integrated curriculum is delivered through the three lenses of self, school and global learning.
  • Strong relationships are developed through this learning approach, with students, teachers, and the whānau. The school’s graduate profiles define achievement and success in this school.
  • The school has evidence that the Break Free programme is highly effective over time. As students progress through to Years 12 and 13 more students are able to achieve NCEA credits.
  • The school promotes educational success for Māori as Māori very effectively
  • The school effectively promotes success for Pacific students who learn in a Samoan and Tongan bilingual setting
  • The board is well placed to sustain current successful strategies and to continue improving.
  • The board has a strong commitment to the school's vision and kaupapa and have a range of skills to support the school. The board is well informed about student achievement.
  • The school is well led. The principal is confident in her leadership team’s capability to lead the school at all levels. Senior roles are reviewed annually. Self-review processes are evident at the board and senior leadership level and through all school operations.
  • Good performance management systems are used well in the school.

Conclusion

 Kia Aroha College’s curriculum legitimises students’ culture, language and identity as an essential pathway to their overall success. The board, senior leaders and teachers provide positive opportunities for students to progress in their learning and to build confidence and success while at school. Good leadership is supporting innovation and continued improvement.

ERO is likely to carry out the next review in three years.

Read the full report here