Masterton Primary School

School Context

Masterton Primary School has 296 students in Years 1 to 6. Of the total roll, 43% are Māori learners and 2% Samoan.

The school vision is to be fun, exciting, interesting and peaceful. The community seeks a safe, stimulating, and friendly environment where all students can confidently achieve to the best of their ability, particularly in the areas of literacy and numeracy. Developing attributes of respect for others, honesty, trustworthiness and reliability are valued outcomes. Trustees and leaders are currently consulting with stakeholders in relation to the school vision.

Achievement targets for 2018 are focused on raising the overall level of achievement for Year 5 and 6 students in writing and mathematics.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• achievement in reading, writing and mathematics in relation to school expectations
• progress and achievement of targeted learners in mathematics and literacy.

The school is currently implementing the Ministry of Education (MoE) initiative, Positive Behaviour for Learning (PB4L).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

At the end of 2017, the majority of students achieved expectations in reading. Over half of students achieved expected levels in writing and mathematics. Incremental improvement has occurred in literacy since 2015, with outcomes in mathematics at a similar level. Raising achievement overall and addressing disparity for Māori boys in literacy and boys in writing are ongoing priorities for the school to achieve equity and excellence for its students.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Many targeted learners accelerated their achievement in 2017. More students achieved acceleration in reading and mathematics than in writing.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders identify a significant proportion of students who require additional support to improve learning outcomes. A designated special needs coordinator provides capable leadership to ensure resourcing provision meets the diverse needs of learners. Individual education goals, developed for learners with complex needs, are inclusive of parents and whānau. Extensive use of external agencies provides specialist support for students and families.

Teachers are highly collaborative, working together to consider student outcomes and share practice. Termly action plans detail a range of well-considered strategies to address the specific learning and engagement needs of students. Regular review of these plans supports teachers in adapting their response to the learning needs of targeted students.

Leaders and teachers provide a comprehensive response in addressing the pastoral needs of learners, families and their community. Shared school values and key competencies are discussed as part of learning in the classroom and affirmed when demonstrated. Positive relationships between students, peers and staff foster an inclusive environment for learning.

The enacted school curriculum provides sufficient opportunities for learners to participate in a wide range of relevant experiences. Literacy and mathematics are appropriate priorities. Teachers increasingly provide learning contexts informed by students’ interests. Well-developed partnerships between the school and other educational institutions provide opportunities to share and guide changes to the curriculum. Individuals requiring extension in their learning are suitably identified and participate in school-based and external programmes.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

To accelerate achievement, leaders and trustees need to identify specific groups who need this through deeper analysis of learner outcomes.

Increased capability is required to systematically plan and evaluate student achievement. Trustees and leaders should set specific targets that clearly align to addressing the disparity for identified groups. Linking these to syndicates should provide better alignment to classroom action plans and teachers’ inquiry. Coherent targeting should make best use of current school processes and ensure in-depth analysis provides the basis to understand the impact of actions that accelerate or limit student achievement.

The school is in the early stages of revising the curriculum to further promote student agency and guide teaching and learning. Strengthening strategic planning is required by the principal, leaders and trustees to better guide the implementation of initiatives and support evaluation.

Leaders and teachers implement a range of initiatives to support student wellbeing at school. Strengthening systematic evaluation should enable the school to determine current successful practice and inform future developments.

The school is part of a network of schools to further develop culturally responsive practice acknowledging Māori learners’ culture, language and identity. An internal leadership group is guiding teacher practice. Involving Māori whānau in planning a deliberate response to ongoing improvement, should strengthen leaders’ ability to strategically guide improvement and strengthen evaluation.

3 Board assurance on legal requirements

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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• finance
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• appropriate processes and practices to identify and monitor students with additional learning needs that support their learning and achievement

• collaborative teacher practice that fosters a collective focus on meeting the diverse needs of learners

• inclusive school and classroom environments that promote shared values and competencies, and reinforce desired learning behaviours

• enacted curriculum provision that encourages student participation and engagement.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• strengthening plans to guide development of the curriculum to inform evaluation and support improvement

• strategically planning development of culturally responsive practice for Māori learners through extending partnerships with whānau

• targeted planning to accelerate learning
  [ERO will monitor and discuss progress with the school]

• internal evaluation processes and practices.
  [ERO will provide an internal evaluation workshop for trustees and senior leaders]

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

17 August 2018

About the school