Leamington School

Leamington School - 11/09/2018

School Context

Leamington School is located in Cambridge and caters for students in Years 1 to 6. The school has experienced significant roll growth and at the time of the review there were 569 students enrolled, 13% of whom identify as Māori.

The school’s vision is for young people to be confident, connected, actively involved, lifelong learners and the motto is ‘strive to achieve – whaia te mātauranga’. The vision and motto are underpinned by the virtues of respect, honesty, cooperation, self discipline, creativity, excellence and resilience. The vision, motto and virtues contribute to the valued outcomes of developing each child to be effective thinkers, effective communicators, technologically capable, active learners and making a difference.

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

  • reading, writing and mathematics.

The school is part of Te Puna o Kemureti Kāhui Ako – Community of Learning (CoL). The principal of Leamington School is the lead principal of the CoL, and there is an across school leader on staff.

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?

The school is working towards more equitable outcomes for all students however significant disparity for Māori boys remains.

2017 achievement information shows that most students are achieving at expected levels in reading, writing and mathematics. Girls and boys are achieving comparably in reading and maths, however there is disparity between boys and girls in writing and this has been a consistent pattern over time.

Māori student achievement has been increasing over time and the disparity between Māori and Pakeha students is reducing. School data shows significant disparity between Māori boys and Pakeha boys in reading, writing and mathematics. Māori girls are achieving comparably to the non-Māori peers in writing and maths, but there is a 12% disparity in reading.

The school tracks cohort data and value added learning over time. This information shows high levels of achievement in reading, writing and mathematics by the end of Year 6 including Maori students.

The school monitors children with special learning needs and reports they are progressing well towards their personal development and achievement goals.

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

The school is not effectively accelerating learning for those Maori and other students who need this. Senior leaders are unable to show collated, analysed and reported acceleration information for students at-risk in their learning.

There is a range of intervention and support programmes for students achieving below expected curriculum levels. Leaders are still developing systems to monitor the extent, pace and sufficiency of progress to determine if students at-risk of underachieving are on track to achieve accelerated progress. Some teachers can show acceleration for individual students but this is not inclusive of all students who require it.

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?

Leadership has built relational trust and effective collaboration for school-wide improvement. With the support of trustees, they have taken a strategic approach to building teacher capability through targeted professional learning and development focused on effective teaching strategies to increase student engagement and their ownership of learning. This is supporting students as they move through the school to achieve equity and excellence.

Students learn in calm, settled, innovative environments that cater for multiple learning styles. In the junior school, a play-based approach to learning is providing children with a range of opportunities that integrate literacy and numeracy skills and foster rich oral language. In the senior school student collaboration and problem solving is highly valued. Teachers promote the school virtues and actively develop the core skills of students to build self efficacy. The ‘Leamington Learner’ profile is enacted with equity and excellence achieved by almost all students by the end of Year 6.

Teachers build positive, respectful relationships with students and their families. Parents and whānau are welcomed in to the school for student-led conferences and are active participants in goal setting. Teachers provide multiple formal and informal opportunities to hear the aspirations of parents and whānau for their children and their learning. Teachers, the special educational needs coordinator and parents, work collectively with specialist agencies to provide wrap-around support for students with special learning needs. The school provides an equitable and inclusive environment and students develop a strong sense of belonging.

The school provides a culturally responsive programme that promotes the bicultural heritage of Aotearoa. Leaders and teachers continue to build their collective capacity in culturally responsive practice by extending their confidence and competence in te reo and tikanga Māori. Leaders and teachers work with kaumātua and iwi to provide authentic learning opportunities for students. These include Matariki celebrations, hikoi around the rohe, and visits to Maungatautari marae to learn about the stories, history and tikanga Māori. Students benefit from a programme that prioritises and values Māori student’s language, culture and identity.

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

Trustees and leaders need to collaboratively develop and implement targeted actions that effectively responds to at-risk learners to accelerate their learning. This should include:

  • charter targets that focus on accelerating the progress of at-risk learners in order to reduce levels of disparity

  • alignment of targets at all levels of the school focused on numbers, names and needs of at-risk learners

  • developing a school-wide shared understanding of acceleration and how to achieve it

  • effectively using data at classroom and leadership level to plan, track and monitor the pace of learning for at-risk students, to make accelerated progress.

Leaders and teachers need to develop effective systems and processes for evidence-based internal evaluation. This should include:

  • leaders evaluating the effectiveness of school-wide intervention and support programmes for accelerating the progress of at-risk learners and report this to the board to inform resourcing decisions

  • teachers effective use of data for at-risk students as part of the teaching as inquiry process. Planning to meet their needs and regularly evaluating the effectiveness of strategies in accelerating their learning and modifying practice and programmes accordingly, is a key component to the process.

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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. The school has recently reviewed its procedures to ensure they align with all aspects of the Code of Practice.

At the time of this review there were three international students attending the school.

International students are actively supported to fully participate in a wide range of opportunities and events. An inclusive approach builds learners confidence and independence. The diverse cultures represented in the school are acknowledged and celebrated.

4 Going forward

Key strengths of the school

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

  • a culture of collaboration between trustees, leaders and teachers that builds collective capacity to improve educational outcomes for all learners

  • respectful relationships between teachers, students and families that actively creates an inclusive environment for learning

  • productive partnerships with whānau and iwi that provide authentic learning experiences for all children to learn and value the bicultural heritage of Aotearoa.

Next steps

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

  • aligning targets, action plans and regular reporting to monitor progress and acceleration for at-risk learners

  • evidence-based internal evaluation to identify what is working well for at-risk students to ensure they are making accelerated progress.

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

11 September 2018

About the school

Location

Cambridge

Ministry of Education profile number

1789

School type

Contributing Primary (Years 1 to 6)

School roll

569

Gender composition

Girls 52%

Boys 48%

Ethnic composition

Māori 13%

Pākehā 73%

African 3%

British/Irish 2%

Other 9%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

July 2018

Date of this report

11 September 2018

Most recent ERO report(s)

Education Review June 2014
Education Review September 2011
Education Review June 2008

Leamington School - 30/06/2014

Findings

Leamington School continues to provide high-quality education and care for students in an inclusive school culture. Appropriate priority is placed on literacy and mathematics and developing skills for learning. The board, school leaders, staff and students benefit from respectful and supportive relationships guided by the school’s values and goals.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

The school is situated in attractive, well-maintained grounds in Leamington, Cambridge. The roll has increased to 380, including 60 students who are of Māori descent. Since the previous ERO review in 2011, the principal and most staff have remained the same. A new deputy principal was appointed in Term 4 2013, and new trustees were elected in May 2013.

The school has responded positively to areas for review and development identified in the previous ERO report. These included the further development of practices to increase students’ understanding and ownership of their learning, and implementing a planned approach to strengthening the presence of Māori language and culture in the school. The school has significantly increased the use of information and computer technologies (ICT) to promote learning and teaching, reviewed school virtues and core goals for learning, and developed a comprehensive programme for teacher learning and inquiry.

Staff have engaged in appropriate and effective professional development specific to school priorities. There are consistently high standards of teaching, and students are actively engaged in their learning. They benefit from the number of extra programmes that successfully support their wellbeing, engagement and development.

The principal and senior leaders capably lead teaching and learning and promote an extensive culture of ongoing improvement. There continues to be a strong sense of pride, belonging and guardianship among staff, students, parents and members of the wider community. Students benefit from the safe and inclusive school environment that fosters their confidence, wellbeing, and belief in themselves as capable and competent learners.

Trustees contribute valuable skills and expertise to the governance of the school. They work closely with the principal to bring about improved outcomes for students.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school makes very good use of student achievement information to make positive changes to learners’ engagement, progress and achievement. Teachers and school leaders gather and thoroughly analyse student achievement information using a range of school assessments and standardised assessment tools. They use this information effectively to:

  • set meaningful goals and targets for raising student achievement
  • plan programmes, group students, and identify those at risk of underachieving
  • regularly report student achievement and progress to parents and the board in relation to National Standards in reading, writing and mathematics
  • make decisions about appropriate learning programmes and special interventions to raise the achievement of priority learners.

School-wide Public Achievement Information from 2012 to 2013 indicates that most students have made good gains and are achieving at or above National Standards in reading, writing and mathematics. Teachers have implemented a number of strategies that are having a positive effect on raising the achievement of Māori students. The levels of achievement in National Standards for Māori students increased significantly from 2012 to 2013 in reading, writing and mathematics. The school is making very good progress in relation to the government goals of 85% at or above National Standards by 2017.

Students with additional learning needs are well supported to access all aspects of the school curriculum through inclusive and well-coordinated school systems and practices. They benefit from the knowledge and commitment of responsive school leaders and teachers, skilled and experienced learning assistants, and external specialist personnel. High-quality individual education plans and additional learning programmes support their wellbeing and progress.

ERO recommends, and school leaders agree, that reports to the board in relation to students with special education needs, should include information about their achievement and progress.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Leamington school curriculum is designed, planned and implemented to effectively promote and support high-quality student learning opportunities. Priority is placed on the teaching of reading, writing and mathematics, and this is well supported by:

  • clear learning progressions that are shared and used with students who talk confidently about their learning
  • core virtues and goals closely aligned to the key competencies of The New Zealand Curriculum
  • an increased emphasis on including te reo and tikanga Māori
  • effective and well-integrated use of mobile digital technologies as tools for learning.

Students engage in a wide range of learning experiences in other areas of the school curriculum such as music, choir, sport and education outside the classroom activities. Activity interest groups include operating a TV station and caring for a plant nursery. Students throughout the school can participate in a wide variety of leadership opportunities that promote tuakana/teina relationships and build a culture of collective responsibility. Students with special abilities are extended through projects related to their interests and talents.

A team of professional and dedicated teachers consistently use a wide range of highly effective strategies to engage students in their learning. These include:

  • sharing the learning processes, the purpose of the learning, and what success looks like
  • creative and innovative ways to support students to understand their progress and achievement
  • developing a deeper knowledge of the interests, culture and identity of students and their families.

Attractive, well-resourced classroom environments reflect and celebrate students’ learning and success. Highly engaged and focused students have opportunities to work collaboratively and engage in hands-on, interactive activities and discussions about their learning. They respond well to high expectations for learning and behaviour. Respectful and affirming relationships are modelled by teachers and school leaders.

Teachers benefit from a strong culture of professional learning, reflection and cooperation. They are exploring additional strategies to effectively engage all learners and raise student achievement. A next step for school leaders and teachers is to fully implement and embed the newly developed professional learning inquiry cycle.

How effectively does the school promote educational success for Māori, as Māori?

The school has made considerable progress in promoting success for Māori students as Māori since the 2011 ERO review. School developments include:

  • the formation of a teacher development group called Whaia te Mātauranga
  • the further extension of a strategic plan to promote te reo and tikanga Māori
  • ongoing implementation of school-wide protocols such as whakatau, karakia, pepeha, kupu of the week, and the use of phrases and commands
  • appointment of Māori staff and Māori student leaders, and the translation of core goals and virtues into Māori
  • a planned approach to the teaching of learning strategies and contexts to engage Māori students
  • the continuation of a large and vibrant kapa haka, inclusive of students throughout the school, and the celebration of events such as Matariki.

The school has identified in the 2014 Whaia te Mātauranga plan that priorities for further development are to:

  • continue to build relationships with local marae and iwi
  • implement a sequential learning programme for Māori language
  • integrate local Māori history and contexts into the curriculum.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Leamington school is very well placed to sustain and improve its performance. The school’s self- review processes are purposeful and well aligned to strategic goals and priorities. Inquiry and reflection occur at all levels of the school and are informed by current research and good practice in education. Trustees, senior leaders and staff demonstrate a strong commitment to improving learning outcomes. They are effectively implementing new strategies that are making a positive difference for students.

The leadership of the principal and the senior leaders continues to be effective in building a collegial and caring learning community focused on raising student achievement. There are consistently high standards of teaching in every classroom. Students benefit from the number of extra programmes that successfully support their wellbeing, engagement and development.

The parents' and wider community are strongly supportive of the school. Parents contribute enthusiastically to a range of sports, cultural and social events. They are regularly surveyed and consulted, and their views are actively considered in school decision making and resourcing.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there was 1 international student attending the school.

Board assurance on legal requirements

Before the review, the board of trustees 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:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Leamington School continues to provide high-quality education and care for students in an inclusive school culture. Appropriate priority is placed on literacy and mathematics and developing skills for learning. The board, school leaders, staff and students benefit from respectful and supportive relationships guided by the school’s values and goals.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

30 June 2014

About the School

Location

Cambridge

Ministry of Education profile number

1789

School type

Contributing (Years 1 to 6)

School roll

380

Number of international students

1

Gender composition

Girls 51% Boys 49%

Ethnic composition

NZ European/Pākehā

Māori

Other European

Asian

Other

Pacific

75%

16%

5%

2%

1%

1%

Review team on site

April 2014

Date of this report

30 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2011

June 2008

May 2005