The headcount for international students is up 4. International student numbers are up at all campuses, 1. For the full year last year Massey enrolled 30, students, 18, of whom were equivalent full-time students, and were international students, of which were equivalent full-time students. The Government's fees-free study policy has also had an effect at Massey. The policy started last year and allows the first year of post-school training or education to be fees-free.
Last year Massey students were eligible for fees-free study and by March this year there were eligible. Gardiner said the number would change as enrolments continued during the year. Feedback from boarders about hostel systems and relationships through the student council is regularly sought and responded to. Relationships within the hostel and between the hostel and the school promote a safe environment that supports students' learning.
Boarders spoken with by ERO valued and appreciated the traditions of College House and the supportive family like atmosphere. There is an appropriate focus on academic progress and achievement. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:. During the review, ERO checked the following items because they have a potentially high impact on student achievement:.
The boarding hostel, College House, is an integral and valued part of the school. Increasingly it is looking to respond to the needs and aspirations of individual and groups of students while maintaining its unique character.
The long established values of integrity, courage, pride, respect, industry and humility continue to be at the forefront. A settled tone in and out of classrooms is closely linked to well-established values and relationships. Students benefit from involvement in a range of academic, cultural, sporting and service activities. The growth of leadership skills is deliberately supported from Years 9 to All round involvement in school life is encouraged and recognised.
A range of opportunities are in place for gifted and talented students. Academic achievement is supported through accelerate programmes at all levels. A number of regional and national representatives and champions are current or recent past students. Since the November ERO report, a new rector, members of the senior leadership team and board of trustees chairman are in place.
The school has identified priorities for moving forward. These include an increased focus on promoting effective teaching strategies. The school is beginning to use nationally referenced literacy and mathematics information to show achievement and progress in Years 9 and The teacher inquiry process recently introduced includes reference to junior school data to identify target students.
The use of Years 9 and 10 assessment information should continue to be extended to more effectively consider:. Increased use of assessment information should also allow better reporting to the board about the effectiveness of junior curriculum and teaching.
Well-coordinated and designed programmes in learning support classes increase progress for students who have fallen behind in their learning and promote success in National Certificate of Educational Achievement NCEA Level 1.
Many students are very successful in gaining NCEA qualifications and a number gain these at Levels in advance of their age group.
Cambridge and Massey University courses further extend and challenge able students. Students gained 43 New Zealand Scholarships in This applies to all ethnicities. Leaver qualifications are at a level similar to comparable schools.
Achievement targets and supporting actions are in place to further improve NCEA and leaver qualifications. These include:. Target setting should be strengthened by more consistently identifying students who need additional support to reach their academic potential. In addition, the success or otherwise of actions to improve achievement should be more fully evaluated.
Extensive analysis by departments of NCEA achievement is reported to senior leaders and trustees. The effectiveness of courses is considered and next steps for improvement are identified.
Regular written communication with parents of Years 9 to 13 students shares current progress and allows early identification and response to students at risk. Currently parents receive limited information on progress students make through the curriculum levels in Years 9 and School values and NZC key competencies underpin teaching.
The curriculum is focused on well-established academic courses. Some extension of senior pathways to broaden options includes:. The school agrees it should continue to extend pathways that are available in the senior school, particularly for students whose interests lie outside more traditional subjects. A planned strategy is underway to increase the use of new communication and web-based technologies for teaching and learning. Enhanced communication with parents and other learning communities should also result from this initiative.
Expectations of effective teaching practice are clearly defined. ERO observed a settled tone in classrooms. Students were well engaged in their learning and supportive of each other. Teachers worked positively with students, especially in one-to-one situations. Students observed were challenged to strive for individual excellence. A current priority is to build literacy skills to support academic success as students move through the year levels.
Deliberate practices to extend vocabulary and maintain a reading culture are evident in all learning areas. An increased focus on transition into Year 9 includes collecting information from a wider range of sources. Parents are invited to contribute information about incoming students. There is increased liaison with contributing schools. A wide range of well-considered strategies support and respond to student wellbeing. Students feel well provided for by the pastoral and guidance care available.
School leaders respond to feedback students provide. Older students are regularly involved in positive activities with younger ones.
Planned activities assist students with their career planning. The charter identifies careers as an area needing strengthening. Ongoing review of the effectiveness of career information, advice and guidance should ensure a cohesive, sequential, schoolwide career education programme. The extensive range of sporting and cultural activities offers many opportunities to be involved in the life of the school. The school provides a range of well-coordinated services and strategies that support the learning and success of Pacific students.
Mentoring relationships are established in Year 9 and maintained until students leave. Goal setting and leadership development are the key features of the support programme. Success and achievement are recognised and celebrated.
At a fono organised by the school, parents indicated that their sons would benefit from help with their homework. The school responded to this by setting up a homework centre staffed by teachers. The centre is well used by many students. The Pacific performing arts group takes part in the regional festival.
Some teachers incorporate elements of Pacific cultures in the curriculum. In these situations, Pacific students are able to see something of themselves reflected, making learning more relevant and meaningful. Sixty-eight per cent of Palmerston North schools have enrolment schemes or maximum rolls and other enrolment schemes are being explored. It was also announced last week that Ashhurst School and Tokomaru School will get new classrooms due to role growth.
Ministry of Education plans for new school in Palmerston North. George Heagney , Sep 10 The Ministry of Education owns a plot of land in Summerhill, where a new school could be built in five to 10 years.
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