Education Review Office Report 28 September 2010 To The Parents And Community Of Sacred Heart Girls’ College, Hamilton These are the findings of the Education Review Office’s latest report on Sacred Heart Girls' College. Sacred Heart Girls' College is a Catholic secondary school located in Hamilton East and caters for young women in Years 9 to 13. At the time of this review in August 2010, there were 882 students on the roll, 14% of whom are Māori. There are 49 international students. The Catholic special character underpins all aspects of school practice and operations. The school has an inclusive culture that promotes high levels of success in keeping with the school’s vision of ‘personal excellence’. Students benefit from the positive and caring learning environment that fosters a sense of emotional and spiritual wellbeing. Since the last ERO review in December 2007, senior managers and teachers have reviewed and redeveloped the school’s curriculum based on The New Zealand Curriculum. They have identified characteristics for a leaner at Sacred Heart Girls’ College and an agreed vision for teaching and learning. The school’s achievement data for National Certificate of Educational Achievement (NCEA) from 2007 to 2009 indicates that students achieve as well as and above students in similar schools. Māori students as a cohort are achieving better when compared to students nationally, but not as well as non-Māori students in this school. Overall, the achievement of Pacific students is comparable to all students. Some students at Year 11 are encouraged to enrol for Cambridge International Examinations (CIE) in English, Mathematics and Science, with a significant group achieving high awards. Students choose from an extensive range of academic, sporting, cultural and spiritual learning experiences. Initiatives designed to meet the identified strengths, interests and abilities of groups and individuals have been introduced. These include classes for students with special abilities and additional needs, and some with a focus on using information and communication technologies (ICT) as a tool for learning. International students receive an appropriate education in line with the code of practice for pastoral care and speakers of other languages. ERO observed examples of effective teaching practice where teachers used a range of strategies that successfully engage students. Senior leaders acknowledge the need to embed these good practices across the school. Ongoing consideration needs to be given to enhancing student engagement, progress and achievement. This will require teachers working with curriculum leaders to improve the consistency of their practice in leading the learning and increasing teacher understanding and capability with respect to agreed expectations for teaching practice. The Principal has provided progressive educational leadership that has been instrumental in embedding the school’s agreed vision. She has been well supported by the board of trustees and proprietors and they have worked together to provide effective governance for the school. Extensive self-review practices are enabling trustees and leaders to make informed decisions about future development and directions. Members of the senior leadership team provide valuable and consistent day-to-day management and leadership of learning for the school. They ably support the Principal and Board of Trustees in promoting the strategic direction. Parents and the parish community make a valuable contribution to the school’s inclusive culture. Their support and the work of staff are ensuring a holistic school curriculum that encourages students to develop life-long learning attributes and become leaders of the future. Future Action ERO is likely to carry out the next review within three years. Review Coverage This report provides an evaluation of how effectively the school’s curriculum promotes student learning – engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:
ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s web site.
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