Education Review Office [ERO] Evaluation
Hauraki Plains College is a coeducational secondary school catering for students in Years 9 to 13. Students enjoy a safe and inclusive environment for learning in well-maintained and highly functional facilities in the rural township of Ngatea.
Students experience high quality educational opportunities that contribute to increasing student engagement and achievement. The ethos of 'one student at a time' assists teachers to work alongside students to identify appropriate and relevant learning pathways.
A feature of the school is the meaningful partnerships developed among students, staff, parents whanau and community. These groups respond positively to frequent opportunities to contributetheir ideas and aspirations about education and school direction.
Since the last review in May 2007, the Haurakian Charitable Trust has been established to support community developments at the College by providing cultural, recreational and educational opportunities and resourses. The trust has purchased a farm, stock and other land as well as assisting with finance to enhance technology programmes. In addition, board and community have worked together to develop a trades facility to support building and construction programmes for students.
Overall National Certificate in Educational Achievement [NCEA] results for all students each year are increasing and in 2009 were significantly above national comparisons at Levels 1 and 2. At Level 3 the school's results were similar to national comparisons.
High levels of student engagement are prompted by teachers using a range of effective teacingstrategies. The Junior Diploma at Years 9 and 10 continues to motivate and enhance student engagement, progress and achievement. A literacy focus is supporting underachieveing students to improve their levels of reading and comprehension.
A significant strength that contributes to the ongoing development and success of the school is high quality educational leadership. The inspirational and highly respected principal effectively leads and manages change in school development. The strategic review team leads school-wide self review that guides chnage and direction. Students, leaders of learning, teachers and staff opinions are sought aaand valued. Trustees use complementary skills and work collaboratively with the community to promote the school. All of these participants are focused on improved outcomes for students.
The charter provides a local framework for the school's curriculum. It is a living document that provides coherence and ownership by students, staff, trustees, parents and whanau.
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