Walton School

Findings

The school has made significant progress in all areas identified for development. The board and school leaders now use achievement information well to plan for and address the learning needs of identified at-risk learners. There are clear expectations for teaching and learning, and students are achieving well. The board has sound governance systems, including internal evaluation, to bring about continuous school improvement. Students' wellbeing is nurtured in a caring and very well resourced environment.

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

1 Background and Context

What is the background and context for this school’s review?

Walton School is a rural contributing primary school providing education for students in Years 1 to 6. It has a current roll of 133 including 33 students who identify as Māori. The school’s motto ‘stand tall and proud - tu maia tu rangatira’ relates to the six oak trees in the school grounds that were planted in respect of six soldiers from the Walton community who did not return from World War One. The school's vision and guiding principles are to develop learners who are successful - angitu, creative - auahatanga, and collaborative - paheko.

Since the last ERO review in 2017 the principal continues in his role and there has been some changes to the teaching staff. The experienced board chair and trustees continue to govern the school.

The 2017 ERO report identified some areas for development and this report summarises the progress made in addressing these areas.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

• strategic approach to accelerated learning and progress
• assessment systems, practices, including moderation
• targeted action to raise and accelerate learning
• cultural responsiveness
• internal evaluation
• performance Management, including appraisal.

Progress

There has been significant progress made in all the areas identified for review and development in the previous ERO report.

Trustees, leaders and teachers have a strategic and aligned approach to accelerate the achievement of students whose learning is at risk. There are comprehensive school-wide systems to identify at-risk learners. Leaders and teachers plan specifically to address their needs and monitor rates of progress regularly throughout the year. There is clear alignment from The New Zealand Curriculum (NZC) with the Walton School assessment benchmarks. These benchmarks are integrated with individual student portfolios that include learning progressions that support student knowledge of their own learning and achievement. These portfolios allow students to share their learning pathways with parents and whānau and track their progress and achievement.

Leaders and teachers have developed effective systems for assessment and moderation. They make effective use of achievement information. Strong formative assessment processes to enable responsive planning and targeted support for at-risk learners have been developed. Leaders and teachers have strengthened processes for moderation. They work collaboratively to regularly assess student work to ensure the dependability of judgements made in relation to national curriculum expectations. Teachers have engaged with sustained professional learning to enhance their capability about effective practice in the teaching of writing, mathematics and te reo Māori. This professional learning and development has had a positive impact on teachers’ collective capacity to accelerate learning for at-risk students.

The school has made significant progress in developing expectations for teaching and learning. ERO observed calm and settled classrooms with high levels of student engagement and positive relationships between children and teachers. Teachers use an appropriate range of strategies to support students' learning. They work collaboratively and make good use of their skills and knowledge to support accelerated achievement. Classrooms are well presented, reflect programmes for learning and promote a strong sense of belonging for students. The school has robust programmes to support students with identified high learning needs. Students enjoy learning in an environment that is supportive and inclusive of diversity.

Leaders effectively and systematically evaluate the effectiveness of initiatives and programmes designed to accelerate achievement. Internal evaluation practices and processes are now embedded across the school. The board regularly monitors progress towards annual goals and closely tracks acceleration for priority learners. Performance management processes were reviewed in 2017. Appraisal processes now show clear alignment with Education Council requirements and the cultural competencies outlined in Tātaiako.

Key next steps

Trustees, leaders and teachers now need to ensure annual targets are focussed on:

• the number (rather than percentage) of at-risk learners who need to make accelerated progress
• reducing disparity between groups of students to achieve equity and excellence.

The process for teaching as inquiry needs further refinement to focus more specifically on at-risk learners in each class to build on students’ interests, needs and strengths.

3 Sustainable performance and self review

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

Walton School is well placed to sustain and continue its performance. Factors contributing to sustainability are:

• trustees, leaders and teachers engage effective systems for internal evaluation and improvement
• trustees provide effective governance and are well informed about student achievement and acceleration
• leaders have developed robust systems to guide teaching, learning and assessment practices
• teachers plan targeted programmes to specifically address students next learning steps
• parents and whānau are supportive of the school and actively engaged in learning partnerships.

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

The school has made significant progress in all areas identified for development. The board and school leaders now use achievement information well to plan for and address the learning needs of identified at-risk learners. There are clear expectations for teaching and learning, and students are achieving well. The board has sound governance systems, including internal evaluation, to bring about continuous school improvement. Students' wellbeing is nurtured in a caring and very well resourced environment.

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

12 November 2018

About the School