Where is james hargest college

The school is effectively achieving equitable outcomes for most students. School leaders and teachers have high expectations for all students and have implemented a range of programmes and targeted interventions to achieve this.

They are strongly focused on providing extensive opportunities for all students to reach their potential. Trends over time for NCEA levels 1, 2 and 3 reflect sustained levels of high achievement overall. This disparity is being specifically addressed by teachers in consultation with students. Students in Years 7 and 8 achieve well in reading and mathematics. A focus on lifting achievement in writing is in place. Together with school-wide collaboration and communication, these processes enhance consistency of practice and expectations that enable the achievement of equity and excellence.

Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school is actively addressing in-school disparity in educational outcomes. Leaders and teachers actively support all students to achieve valued outcomes beyond academic performance.

For senior students in particular, this includes active leadership, community service and tuakana-teina relationships related to mentoring and supporting their younger peers. Learning support programmes include the planning and implementation of appropriate interventions to support students with additional needs.

Leaders and teachers celebrate and show they value the culture, language and identity of students from different cultural backgrounds. School processes are highly effective in enabling achievement of equity and excellence. Leaders and teachers are very responsive to students who need additional support to be successful learners. They have high expectations that all students will experience positive educational outcomes.

Increased retention rates are evident at Year The positive school culture enhances the focus on quality standards for teaching and learning. The school meets the diverse needs of their students through the highly responsive curriculum. This document purposefully provides extensive and meaningful contexts to respond to the range of educational, cultural and sporting interests and needs of all students.

Senior students are very well supported by the business community to access career options and further tertiary study opportunities. Targeted whole-school professional learning and development further enhances teaching practice. Leaders and teachers are continually reflective and improvement focused.

School leaders and teachers make very good use of external partnerships to enhance teaching and learning. The school is well supported by a highly capable board of trustees who bring a range of professional skills and experience to their stewardship role. Internal evaluation processes focus on ensuring positive outcomes for students.

The school has good quality processes for addressing equity and excellence that have been sustained over time. The school needs to evaluate the clarity of reporting against school expectations to make it clearer for students, parents and teachers.

The school has identified students in Year 7, Year 8 and Year 13 who need targeted support to increase their levels of achievement. The school needs to continue to provide the specific programmes and learning assistance already in place in order to address the current disparity in learning at these levels. Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:. The school has attested that it complies with all aspects of the Code. At the time of this review, there were 33 international students attending the school.

The school is highly effective in providing pastoral care and quality education for its international students. Students are encouraged and well supported to integrate into the school and local community.

The school has a highly rigorous process for annual review of the Code, the results of which are reported to the board of trustees. This school is successfully addressing in-school disparity in educational outcomes.

James Hargest College is a high performing, large coeducational school for students from Years 7 to Students in Years 7 and 8 are taught at a separate, standalone Junior Campus. The philosophy from the board and staff is that this is one school that just happens to be on two sites 1. Teachers from both sites work closely together to ensure that the education students receive is coordinated across Years 7 to The school makes the most of the advantages of the two separate sites.

Both campuses are well maintained and very well resourced. These were not visited as part of this review. Students benefit from the wide range of courses and sporting and cultural opportunities the school offers.

There are high expectations that students will be successful at all levels of the school. Students are encouraged to reach merit and excellence levels in assessed class work.

As a result, the achievement of each student is closely monitored and well supported. The school has comprehensive and effective systems to encourage high quality teaching and to ensure the school operates smoothly. Students ERO spoke to knew about their learning and the ways teachers help them improve.

The board and school leaders work strategically to implement changes in a well-managed way. Their decisions are based on effective self review and a good understanding of what works well in school governance and management.

Changes are focused on students, especially around their learning, and implemented in a way that is manageable for teachers. Students understand how well they are learning and what they need to do to improve. Years 7 and 8 students help set their goals for learning. School results in external qualifications for students in Years 11 to 13 are very good. Results for Years 7 and 8 students against the National Standards are stronger for reading and mathematics than for writing.

The school has developed robust processes and systems to ensure learning information can be accessed easily by staff for the benefit of students. In this way the learning information is more useful and well used. This can be seen in the use of literacy information for Years 9 and 10 students. Curriculum and senior leaders closely monitor and analyse student achievement, engagement and participation information to:.

The information also guides the development of future school-wide goals and target setting. These outcomes are evaluated and used for future planning. Student learning information is also well used as part of the teacher development and accountability processes. The school has identified, and ERO agrees, that better use could be made of learning information to show progress over time, particularly for students in Years 7 to This could include identifying general trends and patterns and tracking students learning over time.

A greater emphasis on identifying the students most at risk of not reaching these targets should help identify exactly how these students can most effectively be assisted. This should also help teachers focus on how the overall charter targets can be met. Teachers have high expectations for learning and encourage students to take their share of responsibility for achieving well.

There is a high level of student participation and engagement in the many opportunities they have to succeed in academic, cultural and sporting activities. Students with special abilities or those needing extra support to succeed are effectively provided with focused, individualised programmes. Students at the Junior Campus are grouped appropriately to ensure the learning is at the best level of challenge for them. Literacy skills are used as a tool to enable students to work successfully in all learning areas.

If a sport is not available at school there are many local clubs nearby and we will help students to make connections. Overseas students are made very welcome by local students, who support them in many ways, and often travel themselves on outbound programmes. James Hargest is widely known for both its high academic achievements and its positive culture.

International students receive highly personal academic mentoring and pastoral care. Student from Thailand's thoughts "James Hargest College is a very good high school for international students in Invercargill, New Zealand. There are many subjects for all students to choose. Not only subjects but also many activities for us to join in, such as LEO Club, international friendship club and Sport and Rec.

I met many lovely people from joining those activities. I would highly recommend James Hargest College to all students who want to go study abroad. The listings provided on the StudyinNewZealand. ENZ does not endorse any of the education providers listed, and the information, content and material provided in the listings is the sole responsibility of each education provider.

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