20 June 2008
To the Parents and Community of Tauranga Boys' College
These are the findings of the Education Review Office’s latest report on Tauranga Boys' College.
Tauranga Boys’ College is a large secondary school providing education for students in Years 9-13.
Located in Tauranga city, the school is situated on an attractive and well-maintained campus. The board’s
progressive financial and property management practices have enabled the ongoing development of
resources and facilities. The most recent is the current development of the Graham Young Youth Theatre as
a centre for the arts. Students and teachers have access to modern and useful resources that enhance the
quality of learning and teaching.
Since the last ERO review the school has experienced continual roll growth. The school is continuing to
address the areas identified for improvement in the previous Education Review report about guidelines for
reporting and differentiated programme planning at Year 9 and 10.
New Zealand Qualifications Authority (NZQA) data indicates that the percentage of Tauranga Boys’
College students gaining the National Certificate of Educational Achievement (NCEA) qualification at
Levels 1, 2 and 3 was comparable to the national mean, to schools of similar decile and above that of boys
nationally. The school is proud of its tradition of achieving well in scholarship examinations. M?ori student achievement is continuing to improve at all NCEA levels, and while not achieving as well as their
non-M?ori peers within the school, M?ori as a group are achieving better than national comparisons.
The school gathers information about the achievement of its Year 9 and 10 students in literacy and
mathematics using externally referenced assessment tools. This information is showing that the majority of
these students are achieving at levels three and four of the national curriculum, which is below the expected
level four and five for this age group. Senior management needs to clarify and define student achievement
at Year 9 and 10 in order to strengthen the quality of information reported to parents, staff and the board.
A school culture founded on its own traditions and shared values is a feature. The school’s history and past
achievements are recognised and used to instil pride, respect and high expectations for success amongst
members of the school and wider community. This positive culture celebrates success and achievement
and encourages students to strive to achieve their potential.
A range of celebratory approaches that acknowledge student achievement is enjoyed and valued by
students and parents at all year levels. These achievements include recognition of significant student
successes at international, national and regional levels as well as school-based aspects of academic,
cultural, sporting and citizenship involvement.
The holistic needs of students are well met within a safe and supportive environment for learning. Students
have access to sound and comprehensive networks for pastoral care and support. Many senior students are
able to assume roles and responsibilities in sport, pastoral, academic and cultural areas. Students are
responsive to these opportunities, classrooms are generally settled and there is a high level of cooperation
and mutual respect.
The school’s comprehensive curriculum design and structure is well documented and a strength of the
school, providing a wide range of educational opportunities for students. This curriculum design allows
students flexibility to study at different levels and to access courses and programmes appropriate to their
interests and strengths. Students are able to study in learning contexts meaningful for boys.
Teaching staff are committed and work hard in the best interests of students. They model appropriate learning and social behaviours and many willingly involve themselves in extra-curricular activities.
Under the leadership of the principal, teacher professional learning maintains a high profile in the school.
Teachers readily participate in, and contribute to, professional learning opportunities that strengthen and
develop teaching and learning strategies. Formalising a consistent evaluation process of current
professional learning should assist management to monitor the changes teachers are making to their
practice.
A revised and extended senior management structure has been recently implemented. Several staff have
been promoted to additional senior and middle management roles. In this capacity, it is now important that
senior leaders and leaders of learning continue to improve the management, and interpretation of school-wide achievement information and use this in decision making and planning at school, department and
classroom level. In addition, aspects of the appraisal process for teachers also need to be strengthened.
The principal, who retires shortly after the on-site phase of this review, is experienced and well respected
by both the school and wider community. He provides strong educational leadership for the school. The
culture for learning for both staff and students is enriched by the principal’s involvement and high profile in
the wider educational community.
The school encourages parents to be involved in and support their children’s education and development.
High levels of parent involvement in fundraising, cultural, sporting and education outside the classroom
activities are enriching learning outcomes for students.
The board, led by an experienced chairperson, continues to provide sound governance for the school.
While the school strategic plan was reviewed in 2007, it is important that the board extends and strengthens
its strategic plan and its implementation. The supporting operational plans could be further developed with
relevant measurable targets for improving student achievement. It is noted that the current ongoing
monitoring provides useful information about progress in meeting goals, however identifying relevant
measurable targets for improving student achievement will support this process. As part of the strategic
planning process the board needs to give further consideration to strategies to engage with the school’s
M?ori community.
The school complies with the Code of Practice for the Pastoral Care of International Students.
The focus of this review is the influence of teaching and learning customs and practices to improve learning
outcomes for students. This report evaluates progress in M?ori student achievement, achievement of Pacific students, thinking about the future, as well as professional learning and development. Several
health and safety aspects that may have an effect on students’ emotional and physical safety are also
evaluated.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the
Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different
issues. The aim is to provide information on aspects that are central to student achievement and useful to
this school.
If you would like a copy of the full report, please contact the school or see the ERO website,
http://www.ero.govt.nz.
Ian Hill
Area Manager
for Chief Review Officer
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