Inglewood Primary School

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Inglewood Primary School is located in Inglewood, Taranaki and provides education for learners in Years 1 to 8. The vision is to build collaborative, connected thinkers who demonstrate respect, communicate effectively and exhibit creativity. The school seeks to equip students for a future where adaptability, problem-solving, and critical thinking are crucial. A new principal was appointed at the start of 2024.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals 

Since the previous ERO report in January 2023, ERO and the school have worked together to evaluate how well collaborative teaching and learning practices were implemented across the school so that the needs of every ākonga are met.

Expected Improvements and Findings 

The school expected to see:

Classroom systems and processes that support ākonga to know what they are learning to be able to progress their own learning and know what success is; and ākonga consistently challenging expectations for their progress and achievement.

• Targeted professional learning and development opportunities are in place to build teacher knowledge of the practices to support learners to know where they are at in their learning, and drive their own progress. These continue to be a school priority.

Consistent and coherent teaching practices across whānau hubs; and collaborative planning and moderation across and within whānau hubs.

• These continue to be a school priority. Expectations for high quality teaching and learning practices focused on improved outcomes for all learners are being established, focused on consistent and collaborative practices within and across whānau hubs.

Collaborative evaluation of the impact of changed practices on ākonga engagement, progress, and achievement.

• This continues to be a school priority. Across-school collaboration increasingly supports staff and school leaders to understand the impact of teacher practice on improved learner outcomes, and to identify aspects of practice that require strengthening to ensure this.

Other Findings 

During the course of the evaluation, it was found that consistent, high-quality assessment and moderation practices and in-depth data analysis are still priorities for the school to develop.

The greatest shift that occurred in response to the school’s action is the development of a culture of collaboration and cohesion amongst staff, focused on improved practices for improved outcomes for all learners.

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• A large majority of learners are achieving at expected curriculum levels in literacy and mathematics; equitable outcomes are yet to be achieved for some groups of learners.
• A strong sense of belonging and learner confidence is evident, supported by the ‘whānau hub’ structure and an active tuakana teina culture across the school.
• Students’ regular attendance shows improvement; the school has yet to meet the Ministry of Education target for regular attendance and is working towards this.

Conditions to support learner success

• School leaders are establishing clear expectations for high-quality teaching focused on improved learner outcomes.
• Leaders are strengthening teaching practices through targeted professional learning focused on teacher and learner needs.
• School leaders are taking steps to build school-wide leadership capacity to support ongoing improvement.

• Teachers are working towards a shared understanding of consistent and robust assessment practices to support better understanding of strategies to meet the needs of each learner.
• Leaders are working towards strengthening culturally responsive practices to support improved learner engagement, progress and cultural connectedness.
• Local contexts are increasingly reflected in the curriculum and schoolwide practices enabling learners to see themselves in their learning.

• Relational trust and strengthened communication between staff and school leaders increasingly support professional collaboration focused on improved practices and outcomes for all learners.
• Professional learning opportunities are increasingly aligned to the school’s improvement goals and learner needs.
• The board of trustees understands its statutory obligations and has in place suitable systems and processes to regularly review policies and procedures that are fit for purpose.

Part C: Where to next?

The agreed next steps for the school are to:

• develop and embed assessment for learning practices across the school, so staff are responsive to the needs of all learners and those most at risk of underachievement
• strengthen staff capability in data analysis and evidence-informed practices, so teachers are better able to plan and target teaching and learning, for improved learner outcomes
• strengthen systems and processes that support a shared understanding of evaluation for improvement, so that all staff better understand the impact of their practice on learner outcomes 
• continue to strengthen culturally responsive knowledge and practices and partnerships with whānau and mana whenua to further support learner engagement.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• continue to engage in professional learning about assessment for learning practices, making and moderating assessment judgments to inform teaching and learning programmes for improved learner outcomes
• embed clear expectations for consistent schoolwide assessment and moderation practices, and the regular tracking and monitoring of learner progress
• review integration of mātauranga Māori within learning programmes to develop an action plan for future growth to support learner engagement and successful outcomes
• gather learner wellbeing data to inform learning and support programmes

Every six months:

• rigorously analyse and scrutinise schoolwide attendance, progress and achievement data to understand the impact of teaching practice and programmes on learner outcomes and inform ongoing planning 
• analysed learner progress and attendance data is reported to the board and scrutinised to inform decisions about teaching and learning

Annually:

• implement and evaluate a robust professional growth cycle focused on improving teacher practice, leading to improved outcomes for all learners, especially those most at risk of underachievement
• board and staff rigorously analyse and scrutinise schoolwide attendance, achievement, progress and wellbeing data, to understand the impact of teaching practice and programmes on learner outcomes and to inform decision making for the next school year
• collect whānau and learner voice as part of schoolwide evaluation to inform improvement actions
• the school board to implement a process of self-evaluation to ensure the effectiveness of their own performance.

Actions taken against these next steps are expected to result in:

• improved attendance and equitable learner outcomes in reading, writing and mathematics
• teachers consistently planning and teaching to meet individual needs particularly for those most at risk of underachievement, based on regular assessment and evaluation cycles
• strengthened systems and processes of internal evaluation that result in improved schoolwide practices, and outcomes for all learners
• learners achieving educational success through a responsive, localised curriculum enriched by the mātauranga of local hapū and iwi.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

3 December 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Inglewood Primary School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yet to confirm

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Inglewood Primary School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools 

3 December 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home