Education Review Office Report for South Otago High School
To the Parents and Community of South Otago High School
These are the findings of the Education Review Office's latest report on South Otago High School.
South Otago High School is a coeducational Years 9 to 15 secondary schools in Balclutha, providing education to students from a wide geographical area. At the time of this review in May 2009 it had a roll of 563 students. 12% of students are Maori. The school has recently undergone a number of changes in staff, trustees and principal. A new technology block is planned for students from primary schools in Years 7 and 8. This development work will be further consolidated when the major improvements needed in the Years 9 to 13 technology facilities are completed.
The school is set in spacious playing grounds. Many students take an active role in a wide range of sporting and extra curricular activities. The school and student activities are well supported by the board, teachers and many parents.
Student engagement with learning varied significantly between year levels and across subject areas. This variation in quality is an important challenge for the school. ERO observed some classrooms where students were engaging positively with their learning. In these classrooms:
• teachers were deliberately planning a series of activities with students actively involved at the centre of learning;
• students' learning programmes were interesting and challenging;
• teachers had high expectations for students and ensured students met those expectations;
• students were involved in the planning of the learning activities and in the evaluation of their effectiveness; and
• teachers used strategies for making the classroom learning engaging and relevant to students' interests.
Students entered for Levels 1, 2 and 3 in National Certificate in Educational Achievement (NCEA) are gaining qualifications at or above levels achieved in comparable schools nationally. The school's high targets for Level 1 numeracy and literacy are being met. Senior students access a range of courses to meet their academic and vocational interests. The achievement of boys and Maori students continues to be lower than for other students. These are areas the school is working to improve.
There is room for further sharing and embedding of the teaching practices that increase levels of student engagement with learning in the junior school. Students would be further supported towards improvement if they have more opportunities to be involved in setting challenging learning goals and planning their next steps to achieve those goals. Next steps will include more planned opportunities for students to be assessed at the appropriate level and further development of the literacy learn-ing strategies that are being shared with teachers.
The principal, senior leaders and teachers are working together to create a culture of respect with students and continuous improvement with staff. Staff members are working closely with contributing primary schools so that students are well sup-ported as they move between schools. Teachers are increasingly using literacy achievement information and literacy learning strategies to make the learning programmes accessible practical and engaging for students.
The board has a clear direction for school development. Trustees have a focus on programme effectiveness, improved school culture and setting challenging achievement targets. They are in the process of identifying new strategic priorities and plan-ning. Senior leaders need to more closely monitor how the school's priority areas for development to improve students' learn-ing are implemented and improved. The board provides a safe and secure environment for students. More extensive use of student survey information would strengthen the board's review process.
The board and principal responded positively to ERO's review. Since the on-site stage of the review, they have developed an action plan to address the review findings and the recommendations in the report.
Future Action ERO intends to review the school again within 24 months to determine the extent to which recent improve-ments have been sustained and to evaluate the impact of other planned development.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Dr Graham Stoop
Chief Review Officer
Dunedin®ero. govt. nz