Newstead Model School

School Context

Newstead Model School is in the rural outskirts of Hamilton and provides education for students in Years 1 to 6. The current roll of 147 includes 17 Māori students and a small number of students from culturally diverse backgrounds.

Since the previous review in 2016 there has been significant roll growth, the principal and deputy principal have continued in their roles and the teaching team has remained mostly the same. Teachers have undertaken professional learning and development in literacy, mathematics and culturally responsive practice.

The school’s vision states that the aim is to provide ‘an inclusive future-focused environment where everyone is empowered to learn. I know, I think I wonder – Kia mohio, Kia whakaaro ai, Whakamiharo e’. Developing core virtues of respect, trust, kindness, excellence and responsibility is a stated priority of the school.

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

• reading, writing and mathematics.

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 achieving equitable and excellent outcomes for most students.

In 2018, most students achieved national curriculum expectations in reading, writing and mathematics. Māori student achievement has improved over the past three years and is now comparable to Pākehā in reading and mathematics and higher in writing. Boys’ achievement in reading and writing has improved over time. The data also indicates that girls achieve at slightly higher levels than boys in mathematics, reading and writing.

Students with additional learning needs are well monitored and make good progress against their individual learning and development goals.

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

The school is accelerating learning for some students who need this.

The school has a small number of students whose learning needs accelerating to meet curriculum expectations. Achievement data for 2018 shows effective acceleration for at-risk learners in mathematics.

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?

Leaders have high expectations for teaching and learning. Teachers are well supported by leaders to improve their practice through ongoing appropriate professional development. Leaders promote an orderly and supportive environment that is conducive to student learning and wellbeing. They build relational trust at all levels of the school and are well supported by the board of trustees. Leaders are receptive to change and improvement. They have established effective education relationships and networks which are supporting equity and excellence for students.

Students experience a rich and broad curriculum. Learning contexts are authentic and relevant. Te ao Māori is naturally integrated into the teaching and learning programmes and across the school. Parents and whānau feel welcome in the school and have opportunities to contribute to student learning. There are many opportunities for students to be extended across curriculum areas, including sports, leadership and performing arts.

Teachers provide well managed and productive learning environments. They know students well and are responsive to their learning needs. Teachers closely track and monitor student achievement and progress using appropriate assessment tools and practices. Respectful and inclusive relationships are highly evident in classrooms and across the school. Students with additional needs are well integrated into programmes and external agency support is accessed when needed. Teachers use a range of effective strategies to engage and improve learning outcomes for students.

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

There is a need to strengthen student ownership of learning. This includes a more consistent school-wide approach that supports students to set goals, understand their progress and specific next learning steps.

Leaders and teachers set high expectations for the progress and achievement of all students. To further strengthen aspects of internal evaluation there is a need for leaders to:

• refine achievement targets and systems to more coherently track and report schoolwide progress and acceleration of all students including those at-risk
• formalise the evaluation of programmes and initiatives to show the impact on student outcomes over time.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Newstead Model School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• leadership that set clear expectations for effective teaching and learning
• broad range of curriculum opportunities that focus on student interests and learning needs
• learning environments that have high levels of student engagement.

Next steps

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

• practices that enable students to monitor and make decisions about their learning pathways
• target setting and internal evaluation to show the impact of initiatives and programmes.

Area for improved compliance practice

To improve current practice, the board of trustees should review the risk identification and control processes for education outside the classroom.

Phillip Cowie

Director Review and Improvement Services

Central Region

18 September 2019

About the school