6 August 2010
To the Parents and Community of Mountainview High School
These are the findings of the Education Review Office’s latest report on Mountainview High School.
Mountainview High School is a coeducational state secondary school (Years 9 to 13) on the north side of Timaru. The buildings are designed to support the whānau organisation of the school, and are well maintained. The grounds are attractive and well cared for.
The school culture is based on the values highlighted in the school’s new curriculum plan. This culture reflects student, staff and community pride in the school. Relationships between students and adults are positive, respectful and friendly. Students from differing cultural backgrounds are welcome and included. They are well supported by effective pastoral and learning support systems. Māori students benefit from a supportive mentoring programme.
Since the last review there has been continuing improvement in student achievement. Student achievements in National Certificate of Educational Achievement (NCEA) are equal to or better than similar schools. Māori student achievement is below that of other students at the school at Year 11, but equal to or better than other students at Years 12 and 13.
Heads of faculty are effective leaders of learning. They have clear guidelines for leading and managing their learning areas. They provide informative reports for the principal and board. These reports include analysis of student achievement information. This information assists the principal and board in their discussion and decision-making for planning the strategic direction of the school.
Students benefit from well planned and delivered programmes of learning. Teachers are supported by consistent planning guidelines. They have benefitted from targeted professional development programmes, including Information and Communication Technology (ICT).
The principal, senior leaders and board are reflective and improvement-focussed. They have established high expectations for students’ learning and behaviour. They have planned for and put in place initiatives to continue improvements in these areas.
Students are supported by effective pastoral and student welfare systems. Students spoken with by ERO said they feel safe and have a strong sense of belonging in the school.
The board and principal are now considering the following next steps for review and development:
- further improve teaching practices to encourage student confidence and independence as learners; and
- refining self-review processes, including greater involvement of student and parent views, and increasing use of analysed student achievement information.
Future Action
The board of trustees has demonstrated that it is governing the school in the interest of the students and the Crown. The board, together with the principal and school leaders, continues to focus on improving student learning - engagement, progress and achievement. 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:
- what is known about student achievement information, including the achievement of Māori and Pacific students;
- decisions made to improve student achievement using assessment and self-review information; and
- teaching strategies and programmes implemented to give effect to the school’s curriculum.
ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.
If you would like a copy of the full report, please contact the school or see the ERO website.
