St Hildas Collegiate

The same report — the board assurance report of 23 January 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO and the board have identified the following areas of non-compliance during the board assurance process:

meeting the requirements of the Health (Immunisation) Regulations 1995

ensuring that policies, practices and procedures on surrender and retention of property and searches of students by the principal, teachers and authorised staff members have regard to the rules and guidelines noted in the Education and Training Act 2020 [sections 105 to 114, Part 3, Subpart 4]

having policies and procedures for reducing student distress and the use of physical restraint [Education and Training Act 2020, sections 99 to 101]

complying with all aspects of safety checking of the workforce [Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015, regulations 5-8].

The board has since addressed the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 461 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. May 2015

   472

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 June 2015

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 23 January 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written within eight months of St Hildas Collegiate 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

St Hildas Collegiate is an Anglican state-integrated school for girls in Years 7 to 13 located in Dunedin. The school’s vision is to develop ‘future ready, independent learners’ by encouraging students to develop the skills and attitudes linked to the school values of: Exploring faith|Ara whakapono ; Can do| Ka taea e au ; Better together| Toa takatini ; and Be you| Tū motohake .

The school’s strategic priorities for improving outcomes for learners are:

developing competency for incorporating te reo, tikanga and mātauranga Māori across the school

quality teaching, flexible structures and responsive curriculum that make a difference for learners and foster the school’s graduate dispositions

identifying and implementing wellbeing priorities that matter to the school community.

You can find a copy of the school’s strategic and annual plan on St Hildas Collegiate ’s website.

ERO and the school are working together to evaluate how well effective teaching and responsive curriculum are fostering students’ development of the skills and attitudes inherent in the school’s values.

The rationale for selecting this evaluation is that the school wants to ensure that implementation of changes to curriculum and national qualifications continue to support student success in learning and development of the school values.

The school expects to see students:

apply the school’s values to enhance their wellbeing and learning

continue to have success in national qualifications

have meaningful opportunities to experience and learn te reo, tikanga and mātauranga Māori.

Strengths

The school can draw from the following strengths to support it in its goal to ensure teaching and curriculum are fostering the school values:

consultative school leadership with well-considered approaches to planning and implementing change that s upports a culture of continuous improvement

curriculum structures that provide the opportunity for authentic learning in the breadth of the New Zealand curriculum

comprehensive wellbeing and pastoral support programmes that respond to student needs and promote the school values

teachers who use a variety of strategies and approaches to engage students in learning, respond to diverse learning needs and promote critical reflection.

Where to next?

Moving forward, the school will prioritise:

effective leadership and implementation of ongoing changes to the New Zealand Curriculum and NCEA – including the strengthening of provision of opportunities to learn te reo and mātauranga Māori and to participate in tikanga Māori

strengthening incorporation of the school’s values in and through learning programmes

internal evaluation, that draws on student and parent voice, to know about how well the curriculum and teaching is supporting all students to be able to demonstrate the school values.

Shelley Booysen Director of Schools

23 January 2024

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

Read this report on ero.govt.nz →