Bluestone School

School Context

Bluestone School is a large urban school in Timaru. At the time of the review there were 485 Years 1 to 8 students at the school. The board governs the Timaru Technology Centre that serves the wider Timaru district. 

The school’s vision is ‘inspiring creative, lifelong learners’. Its valued outcomes are for students to succeed academically, and develop attitudes and skills of self-management and good citizenship.

To support these outcomes, the school’s current strategic goals are to:

• improve Māori student achievement levels
• enrich the whole school culture
• start the implementation of the digital technologies curriculum
• enhance the Year 7 and 8 students’ engagement in their learning.

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

• achievement in reading, writing and mathematics
• progress and achievement in relation to school targets in reading, writing and mathematics, and intervention programmes.

Since the last ERO review in 2014 the school has opened a bilingual class and has some new trustees on its board. In late 2017, the school introduced a whole-school programme to enhance school culture.

The school is part of the Timaru South Kāhui Ako|Community of Learning. 

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?

For most of its students the school is effectively achieving equitable and excellent outcomes.

Over the last four years achievement reports show that:

• most students (between 75% and 80%) are achieving at or above expectations in reading, writing and mathematics
• achievement levels for Pacific students have lifted in reading and writing
• leaders and teachers are aware there are groups of students not achieving equitable learning outcomes.

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

The school is effective in accelerating the learning for many of those students who need to make accelerated progress.

Over the last four years, most students needing to make accelerated progress did so. The proportion of Māori students making accelerated progress in mathematics and writing was higher than for non-Māori.

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?

Trustees, leaders and teachers have an ongoing commitment and processes in place for all students to feel safe at school and succeed in their learning.

Students learn in a positive and inclusive school culture. Teachers, leaders and trustees are proactive with initiatives to ensure the wellbeing of students. The school’s values of honesty, excellence, aroha, respect and tolerance (HEART) are highly evident throughout the school. Consistency of expectation provides security for the students. The many valuable leadership opportunities contribute to students’ sense of belonging and ownership. 

Students experience a broad and rich curriculum. The school’s curriculum is well based on the New Zealand Curriculum and the school’s valued outcomes. The curriculum’s design and enactment is very responsive to the interests and needs of students. Trustees, leaders and teachers are carefully increasing the cultural responsiveness of the curriculum, including the introduction of a bilingual class.

Students’, particularly the senior students, know about their learning and benefit from highly effective teaching. Teachers use a range of intentional teaching strategies. They plan purposefully to provide for the needs of students and to develop their independent learning skills. Teachers monitor progress closely to evaluate the impact their teaching is having on student outcomes.  Teachers are well supported by: 

• relevant professional learning and development
• school expertise
• a strong appraisal process that includes a well-designed process of teachers examining their own practices.

A range of well-tailored interventions support students who need extra help. Experienced and trained learning assistants provide well-planned support for identified students and interventions.

There is strong professional leadership across the school. Leaders ensure school targets and goals are clearly known with appropriate practices and systems in place to support their achievement. Clarity and coherence of systems and practices help students make smooth transitions between year levels. Leadership at various levels encourages collaboration between staff and sustains the established systems. Teachers with particular expertise and strengths are recognised and used to lead learning. Effective strategies are put in place to build the school’s leadership capacity and to support continued upskilling of all teachers.

School leaders employ robust processes of internal evaluation for improvement. They are successfully building teachers’ ability and belief that they can make a difference to students’ learning and progress.  There is good resourcing of expertise and staffing to support initiatives. New knowledge is well disseminated across the staff to promote innovations and improvements. Appropriate adjustments are made in response to achievement and progress information. 

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

Leaders and trustees could refine the wording of their annual achievement targets to ensure clarity of what is needed for all students to make accelerated progress.

Leaders and teachers could further extend the analysis of learning information to know about and report to the board of trustees and community on the rate/sufficiency of progress of all students.

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:

• effective school leadership and collaboration
• robust internal evaluation for improvement.

Next steps

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

• knowing about the sufficiency of progress of all students so that appropriate responses/adjustments can be made.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

8 May 2018

About the school 

Findings

Bluestone School continues to provide students with high quality education within a safe and inclusive environment. The school’s curriculum provides interesting and challenging learning opportunities. Students’ individual learning needs are identified, well catered for and closely monitored. The school is effectively governed. The strong leadership team works collaboratively with staff and the board. There is a highly reflective culture that ensures ongoing improvement for student learning and wellbeing.

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?

Bluestone School caters for students in Years 1 to 8. The school provides an inclusive environment for students from a range of different cultures and learning needs. School building developments have resulted in a school environment that supports students’ learning well. Students are effectively supported when they enter the school and when they move on to high school.

The school roll has grown and the board is currently putting a zoning process in place. The board governs the Timaru Technology Centre that serves the wider Timaru district.

2 Learning

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

High quality class programmes based on well analysed achievement information support students to engage and progress in their learning. Teachers use assessment information well to plan specific programmes that meet the needs of individuals and groups of students. Their judgements about learning are consistent across teaching teams.

Students set learning goals alongside parents and teachers and these are used regularly to evaluate progress. Students with particular learning needs are well identified and programmes are adapted to make sure they can learn at the appropriate level. Students are regularly surveyed about their learning and learning success is celebrated.

School-wide achievement information is very well analysed. Reasons for improved achievement levels are identified, and recommendations for further improvements are made. Achievement information shows that most students achieve at or above National Standards in reading, writing and mathematics. There has been significant progress made over the last three years, particularly in mathematics and writing. Information shows that Māori students achieve at similar levels to other students. Achievement levels are similar to other schools in the Timaru area.

The board sets specific targets to accelerate the progress of students who are not achieving at an appropriate level. Leaders have identified the need to further develop understanding and use of the digital school management system for monitoring student progress and achievement at whole-school and class levels.

3 Curriculum

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

Students benefit from a well developed and documented school curriculum that provides them with a wide range of learning opportunities. Expectations for students’ learning outcomes and the teaching approaches that will achieve them are clearly identified. Priority is given to high quality teaching in literacy and mathematics. Programmes in music and the arts give students very good opportunities to extend their interests and skills. Students are also encouraged and supported to participate in environmental projects, community initiatives and programmes that challenge their fitness, skills and endurance. There is a strong focus on rewarding effort and success.

Leaders have identified that the next steps in the development of the school’s curriculum are to carry out a review of the curriculum and ensure that:

• appropriate assessment guidelines for integrated studies are extended
• there is good balance and coverage across all learning areas
• opportunities for senior students to participate in a broad range of challenging activities are extended.

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

There is strong school-wide support for Māori students to achieve as Māori. The board is implementing an achievement plan that includes improved communication with whānau and iwi.

The board and leaders use expertise within the school staff to support trustees, and to lead staff professional development in te reo Māori and tikanga Māori. Very good use has been made of Ministry of Education resources to build understanding of best practice in Māori learning and teaching.

Many students participate in kapa haka groups that perform within and outside of the school. This is providing leadership opportunities for Māori students. It also gives all students the opportunity to learn more about Māori culture.

A further step to support Māori success as Māori could be to consider how Māori views of giftedness can be recognised within the gifted and talented programme.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Trustees have undertaken training to make sure they have very good understanding of their governance roles and responsibilities. They have a comprehensive strategic plan that gives clear direction for school development. Strategic goals and annual planning focus well on students' learning, wellbeing and a safe and supportive learning environment for students. Trustees are kept well informed about students’ progress through detailed principal reports. The board’s next step is to carry out a review of the strategic plan through further consultation with the parent community.

The principal effectively leads the senior leadership team. Team leaders work closely with senior leaders to make sure students’ and teachers’ learning and wellbeing are supported. Leadership strengths are well used at all levels and there are suitable opportunities for teachers to grow their leadership skills.

There is a thoroughly planned approach to self review that is responsive to changing needs. Leaders and teachers have effectively used external advisors to further develop school review. Reflective practices that aim to improve learning and wellbeing for students are evident and supported at all levels. Students are given opportunities to be involved in school improvement through their student council.

Teachers’ appraisal processes are robust and focus well on improving teaching practices. Teacher self review provides a sound basis for school wide review. Teachers are supported by a well planned professional development programme. Leaders want to further strengthen and embed teacher inquiry practices, and to evaluate their effectiveness in improving learning for students.

Parents are encouraged to be involved in a learning partnership with their children. They are included in setting learning goals and in monitoring progress at student parent conferences. The school seeks parents’ views and opinions through surveys. Parents are kept well informed through regular newsletters. Parents also have many opportunities to be involved in school activities.

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

Bluestone School continues to provide students with high quality education within a safe and inclusive environment. The school’s curriculum provides interesting and challenging learning opportunities. Students’ individual learning needs are identified, well catered for and closely monitored. The school is effectively governed. The strong leadership team works collaboratively with staff and the board. There is a highly reflective culture that ensures ongoing improvement for student learning and wellbeing.

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

Graham Randell

National Manager Review Services Southern Region

19 June 2014

About the School