Hamlet Street, Stratford
View on mapAvon School
Avon School - 01/02/2021
Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Avon School’s performance in achieving valued outcomes for its students is: Needs development.
1 Background and Context
What is the background and context for this school’s review?
Avon School, in Stratford, caters for 56 students in Years 1 to 8 of whom 25 identify as Māori.
The June 2018 ERO report identified significant areas for improvement. Over the past two and a half years the school has participated in an ERO evaluation process to support improvement. During this time, trustees and staff accessed some appropriate external professional learning and development (PLD) to support them in their roles and practice.
In the past six months the school has appointed a new principal. The school’s vision continues to be ‘Reach for the Stars’ and is supported by the STAR values: self-management, teamwork, aroha, respect and success.
This ERO report evaluates the progress made and how well placed the school now is to sustain continuous improvement.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
ERO identified the need to improve aspects of governance, school practice and operation to promote positive learning outcomes and accelerate the progress of all students. Areas of focus to support this have included:
- developing and implementing an action plan to systematically address the areas for further improvement
- continuing to develop assessment practices that provide clear information about achievement and progress and using this to inform decision making
- building teacher capability to improve effective practices through rigorous appraisal and inquiry
- building on Ministry of Education professional learning to strengthen internal evaluation practices and use these to determine the impact of the curriculum on responding to children’s cultural and learning needs
- accessing support from New Zealand Trustees Association for new trustees to support effective strategic decision making and target setting for improvement.
Progress
Teachers use appropriate assessment tools to inform achievement judgements and track student progress. There is still a need to build teacher capability to analyse, understand and use student achievement information to clearly identify student needs, and inform planning and teaching to promote positive learning outcomes.
School-reported term 4 2020 achievement data indicates that just under half of students across the school are achieving at or above expectation. This is substantially lower than end of 2019 information. Disparity exists for years 5 and 6 students in reading, writing and mathematics, for Māori learners in mathematics and girls in reading and mathematics. This data is being used to identify priority groups for 2021. A next step is to ensure that trustees receive and consider regular reports about student achievement, progress and wellbeing to inform their decision making.
Teachers use deliberate strategies to engage students in learning. Respectful, reciprocal relationships support belonging and wellbeing of students. Positive learning environments allow for focused instruction and students to work in groups and independently.
A process is in place to guide teachers to reflect on their practice. Teacher inquiry is part of the capability-building process for leaders and teachers. The newly appointed principal has identified, and ERO agrees, that leaders and teachers need to understand, and use, internal evaluation to determine what is working well, for whom and what changes are needed for improvement.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school needs to grow its capacity to sustain, improve and review its performance. The newly-appointed principal is beginning to build up knowledge of existing school systems and processes.
Key next steps
School leaders, trustees and ERO agree that there is a need to review and develop appropriate systems and processes to:
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inform strategic direction
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support building effective leadership and teacher capability
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build trustees’ capability to support understanding and knowledge about roles, responsibilities, and legislative responsibilities focusing on their core business of student learning, achievement, progress and wellbeing
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support trustees, leaders and staff to have a clear understanding of policies and procedures that guide practice and operation, giving priority to those related to personnel, health and safety.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
In order to improve current practice the board of trustees should strengthen the following aspects of policies and procedures:
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completing, recording and reporting earthquake, fire and lockdown drills
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documentation of in-committee minutes
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completing all documentation related to excursions outside of the classroom
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tracking and recording complaints
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Internet safety and security, including cyber bullying
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recording and reporting stand down and suspensions
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development of principal performance agreement
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ensure that board meeting minutes accurately record detailed information of what is discussed and what has informed decision making.
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Secretary for Education consider intervention under section 171 of the Education and Training Act 2020 in order to bring about improvements in:
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undertaking governance and leadership roles and responsibilities
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developing processes to support the school to meet its statutory obligations.
Conclusion
Teachers use deliberate strategies to engage students in learning. Respectful, reciprocal relationships support belonging and wellbeing of students. Positive learning environments allow for focused instruction and students to work in groups and independently. The newly appointed principal is beginning to build up knowledge of existing systems and processes. The school needs to grow its capacity to sustain, improve and review its performance.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Avon School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
1 February 2021
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.
Avon School - 20/06/2018
School Context
Avon School caters for students in Years 1 to 8. At the time of this ERO review there are 66 on the roll, with 36 identifying as Māori. Students are organised for learning in four classrooms.
A key school goal for 2018 is improving the teaching and learning of writing and mathematics across the school.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
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achievement in reading, writing and mathematics in relation to levels of the New Zealand Curriculum
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outcomes related to attendance
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progress and achievement related to the Reading Recovery intervention.
There have been some changes to teaching staff since the May 2015 ERO report. The senior leadership team remains unchanged. Some members of the board of trustees are new to their role.
ERO and the Ministry of Education (MoE) worked closely with the school over a two year period leading up to the previous review. The MoE appointed a Limited Statutory Manager to work alongside leaders and trustees to address the issues and risks ERO had identified. Trustees underwent training and guidance.
As a result of the May 2015 ERO review findings, ERO recommended the MoE consider providing ongoing support for the board and principal to review the school’s curriculum. Support was provided. A strategy to build teacher capability and school capacity included participation in professional learning and development in Accelerating Literacy Learning (ALL) and Accelerating Learning in Mathematics (ALiM).
The school is member of the Central Taranaki Kāhui Ako.
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 yet to achieve equitable and excellent outcomes for all its students.
Achievement data at the end of 2017 shows the small majority of students, including Māori, achieved at or above the school’s expectations in reading. However, results show a significant disparity for boys.
Mathematics data shows boys and girls achieve similarly with just over half of all students meeting the school’s expectations.The school’s data in writing is of most concern with under half of students achieving expectation and showing a significant disparity for boys.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school needs to improve its response to those Māori and others whose learning and achievement need acceleration.
Leaders and teachers need to use analysed achievement data more effectively to ensure Māori, boys and other learners who need to make accelerated progress, are better catered for.
Students with identified high or complex needs are well supported. School personnel, external agencies and parents and whānau work collaboratively to support these learners.
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?
The school’s Positive Behaviour for Learning Programme promotes a positive, inclusive school culture.
Respectful relationships between the school and families and whānau support student engagement and wellbeing, especially for those children with additional needs.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders, trustees and teachers need to develop shared understanding of their role in promoting equity and excellence for all learners. They should build their individual and collective capability to lead effective internal evaluation practice to know what is working well in the school’s curriculum, and who for. This should assist the school to define any limitations and identify where further developments are necessary to improve outcomes for all students.
Further development in some school processes and practices is required to achieve equity and excellence for all. These include:
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revising annual achievement targets to ensure a relentless focus on all learners and groups whose learning and achievement need accelerating
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improving assessment and moderation processes to ensure consistent, timely and responsive teaching practice.
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dependable reporting of students’ progress and achievement in relation to the school’s expectations to trustees, families and whānau
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improving processes that build teachers’ capability, including appraisal and teaching as inquiry aligned to the school’s strategic aims and direction.
Leaders and teachers are focused on creating a climate of whanaungatanga and manaakitanga. Relationships with students and whānau are encouraging. It is timely to build on these to focus on developing educationally powerful learning partnerships.
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.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- review policy and procedures in relation to personnel management to ensure they are fit for purpose and all requirements are met.
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
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promoting a positive and inclusive learning environment that supports students sense of belonging
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relationships with students and whānau that are encouraging and promote their participation in the life of the school.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- curriculum development, that better responds to the needs of students, particularly those at risk of not achieving
- assessment practice, including revision of achievement targets, that better focuses on acceleration of learning to improve student outcomes
- effective practice and processes that better support teacher development and includes alignment with school identified priorities
- internal evaluation processes and practices, that support trustees, leaders and teachers to know the impact of actions on outcomes for learners.
Recommendations to other agencies:
ERO recommends that the Ministry of Education consider providing support for the school in order to bring about improvement in:
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achievement outcomes for all learners, especially those requiring accelerated progress
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use of student achievement data
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curriculum development
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professional leadership and teacher capacity
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evaluation, inquiry and knowledge building.
ERO’s next external evaluation process and timing
ERO intends to carry out a process of ongoing external evaluation to support development over the course of one-to-two years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
20 June 2018
About the school
Location |
Stratford |
Ministry of Education profile number |
2153 |
School type |
Full Primary (Years 1 to 8) |
School roll |
66 |
Gender composition |
Female 38, Male 28 |
Ethnic composition |
Māori 36 |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
May 2018 |
Date of this report |
20 June 2018 |
Most recent ERO report(s) |
Education Review, May 2015 |