Riccarton High School is a coeducational secondary school for students in Year 9 to 13 located in southwest Christchurch.  The school continues to cater for a diverse student population.This report focuses on the implementation of teaching strategies to enhance student engagement in learning. The report also includes evaluation of the quality of health and safety compliance, improving Mäori student achievement, improving the achievement of Pacific students, provision for students who are under achieving, school engagement with parents, whänau and communities, provision for international students and provision of adult and community education.

Since the last ERO review in 2003, a new principal and deputy principal have been appointed and the school’s management structure has been reorganised to improve communication and establish more clearly defined lines of responsibility.  A notable recent development has been the construction of a modern school/community library developed in cooperation with the local city council that provides a rich learning resource for students and staff.  The library is providing a valuable point of contact between the school and the local community.  There has also been further extension of Information Communication Technologies (ICT) capability which enables students to work on assessments and resources both within and out of class time and through the intranet facility and website.  Additional property developments since the last review include the construction of a number of new classrooms as well as the refurbishment of some existing classrooms including the technology, science and languages blocks.  The last report included recommendations about the learning support programme and planning, assessment and evaluation of programmes of work in the junior school.

The recommendation about learning support programmes has been addressed.  The school has made progress and is continuing to work towards fully meeting the recommendation about planning, assessment and evaluation.National Certificate in Educational Achievement (NCEA) information indicates that students at Riccarton High School are performing well in comparison with other schools nationally.Data for NCEA Levels 1, 2 and 3 in 2005 and 2006, shows that students are achieving at levels comparable with or above those of students in other schools at the same decile.  The proportion of students obtaining merit and excellence grades at each level are above national averages.  Similarly, the percentage of students who obtained scholarship level passes in 2006 was slightly above those of students in other schools of the same decile.  Relatively small numbers make judgements about the overall achievement levels of Mäori and Pacific students in comparison with other students problematic.  While the achievement levels of Mäori students at NCEA Level 1 in 2006 was below that of other students in the school, levels of achievement for both Mäori and Pacific students were comparable with those of Mäori and Pacific students in other schools of the same decile.The school has begun to gather baseline information against which they are able to monitor the progress of individuals and groups of students in Years 9 and 10.  Only limited data, however, is currently available on which to make judgements about the overall progress and achievement of students at these levels.  Standardised testing in literacy carried out in 2005 and Assessment Tools for Teaching and Learning (asTTle) conducted this year indicate that, overall, students in Year 9 are achieving at levels at or above national norms.Areas for further development in regard to assessment include the more effective interpretation and use of achievement information to inform planning at department and classroom level and the development of specific plans and targets for improving the achievement of Mäori students.

A special feature of the school is the ‘Riccarton Way’, an ethos which provides a set of values and beliefs that strongly underpin all aspects of school life.  This ethos is helping the school to realise its vision of supporting students to become ‘independent life-long learners and caring responsible citizens’.  The ‘Riccarton Way’ is also reflected in positive and supportive relationships between and among teachers and students.  These relationships are strongly evident in classrooms and contribute to the calm, safe work-focused environment that characterises the school’s learning culture.  Students have access to a wide range of high quality learning opportunities as well as opportunities to participate in sporting and cultural activities.  Individuals and groups of students enjoy significant success at regional and national level in many of these activities.

The school’s lodge at Kokiri on the West Coast provides a structured outdoor education programme for all Year 9 and 10 students.  Students at both junior and senior level also have a range of opportunities to acquire leadership skills and experience.School-wide systems and procedures to support students’ learning and wellbeing are highly effective and well developed.  These includes pastoral care and guidance, support for students in their decision-making about learning and career pathways and provision for the education and wellbeing of international students.  In addition, staff members responsible for learning support and special needs education provide effective, well-planned programmes.

Teachers are positive and enthusiastic about their school and demonstrate a willingness to reflect on and improve their classroom practice.  They are involved in ongoing whole-school professional development which is designed to further improve the quality of teaching practice and enhance student achievement.Teachers in many departments are working collegially to integrate literacy and ICT strategies into their teaching programmes.  The use of these teaching strategies now needs to be consolidated across the school. Trustees are well informed about their governance roles and are knowledgeable about and supportive of current school initiatives to improve the quality of teaching and learning.  While planning and reporting requirements have been met, the quality of achievement targets could be improved by ensuring that they are more specific and measurable.  Good progress is being made in the implementation of quality assurance procedures for Adult and Community Education (ACE) programmes.The school enjoys a positive and supportive relationship with its community and a wide range of useful and appropriate opportunities are provided for parents to engage with the school about students’ learning and wellbeing.  The school recognises the need to continue to seek ways of increasing the proportion of parents and families who take advantage of these opportunities.

The principal is successfully establishing himself as the professional leader of the school.  He has a reflective and consultative style of leadership and articulates a clear vision for school improvement.  The two deputy principals ably support him through their respective areas of responsibility.

Ian Hill

Area Manager

for Chief Review Officer