Summary
Inglewood School caters for students in Years 1 to 8. At the time of this review, 300 students were enrolled, with 23% identifying as Māori and a small number of Pacific heritage.
Substantial upgrading of classrooms and the development of several flexible learning spaces have occurred since the August 2014 ERO evaluation. There have been some changes to school leadership, staff and to board members in the past three years.
The school beliefs are closely aligned to its R.E.A.C.H values of Respect, Expect, Achieve, Communicate and Hauora which underpin the expectations and behaviours for a positive and inclusive learning culture.
Teachers and leaders have participated in professional learning and development (PLD) in mathematics, Spirals of Inquiry and leadership during the past two years. Leaders and staff are actively involved in the local Māori Achievement Collaborative (MAC) and the formation of the Inglewood Te Kāhui Ako o Te Kōhanga Moa - Inglewood Community of Learning | Kāhui Ako.
How well is the school achieving equitable outcomes for all children?
Most students achieve at or above in relation to the National Standards in reading, writing and mathematics. Māori achieve at similar or better levels than their peers. Since the 2014 ERO review, an improvement in achievement is evident in mathematics and writing. The school recognises the need to further accelerate progress for approximately a third of students in literacy and mathematics.
Leaders and teachers have worked together well to promote school improvement through: Students with additional learning needs are well catered for in class and in other programmes.increased use of inquiry to inform improved teaching practice; providing inclusive and responsive school entry programmes; enhanced systems and processes to gather, share and analyse data to inform teaching; strengthened partnerships with parents and the community.
Improving systems and processes for determining acceleration of achievement for children at risk of poor educational outcomes is needed. A shared understanding of robust internal evaluation to better measure the effectiveness and impact of initiatives on improved outcomes for learners is a key next step.
The school has capacity and capability to accelerate learning for all children and reduce disparity in achievement. The school agrees to continue to: develop more monitortargeted planning to accelerate progress for children; andtargeted planning, improved teaching, and children’ progress. ERO will discuss progress against the planning with the school.
ERO is likely to carry out the next review in three years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school has strengthened its response to Māori and other children whose learning and achievement requires improvement.
Many students achieve at or above in relation to the National Standards in reading, writing and mathematics. Since the 2014 ERO review, steady improvement in achievement is evident in mathematics and writing, however there are identified groups of students whose learning and achievement require acceleration.
Māori children achieve at better levels than their peers in reading and writing and at similar levels in mathematics. The school acknowledges the achievement for boys in writing and reading is substantially lower than girls. Targets and strategies for improvement in these areas have been set.
Leaders continue to develop and refine systems and processes for better assessing learning progress and promoting acceleration. This includes strengthening the moderation processes teachers use to make overall teacher judgements in relation to the National Standards. There is evidence an increasing number of learners are accelerating their progress.
The school has a robust system for monitoring and sharing the progress and achievements of children with high learning needs. Students with additional needs are catered for in class and in other programmes. School data indicates most of these learners make good progress.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Ongoing review contributes to a coherent curriculum framework that reflects the school’s mission statement of ‘learning to think, to do, and to be’. This guides programme delivery and sets clear expectations for teaching practice and valued outcomes for learners.
Students experience engaging, inclusive and increasingly culturally responsive programmes that connect to their world. Significant progress has been made in the integration of te reo me ngā tikanga Māori within the curriculum. Building teachers’ cultural competence is prioritised. Valued contributions from local iwi and whānau enrich learning for students.
A considered and responsive approach to programme design including use of Te Whāriki, the early childhood curriculum, for new entrants supports their transition to school.
Teachers and leaders are making use of evidence-based research, PLD, focused inquiry and regular collaboration. These activities are helping build their understanding of effective practice and innovations to better address needs and priorities for raising achievement.
The principal provides effective leadership that is focused on promoting strong relationships, and modelling high expectations for improvement. Staff strengths are well used to contribute to developments to practices and processes.
Board members demonstrate a strong focus of improvement and have positive relationships with school leaders and the community. Governance processes, including the charter and annual plan, have been strengthened to promote equity and excellence. Trustees are well informed. Good systems are in place for meeting statutory responsibilities.
The principal and other leaders actively promote and value partnerships with whānau, agencies, iwi and local education providers to encourage improved outcomes for learners. The concepts of manaakitanga, whanaungatanga, ako and mahi tahi are highly evident in the curriculum and life of the school.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Processes and systems for promoting equity and excellence are being strengthened. Next steps are to further:
- refine practices and processes for monitoring and reporting on those students whose achievement needs acceleration
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develop a shared understanding and use of internal evaluation for better determining the effectiveness of programmes
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strengthen the board’s recording of evidence informed decision making and evaluation of its performance.
ERO affirms the schools progress to strengthen its appraisal process to better support teacher improvement. The revised processes provide opportunities and support to improve practices that are linked to school priorities to raise achievement. This includes an increased emphasis on teacher inquiry cycles to better inform strategies and programmes to improve learning, equity and achievement.
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:
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.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
The school has capacity and capability to accelerate learning for all children and reduce disparity in achievement.
Leaders and teachers:
- know the children whose progress and achievement need to be accelerated
- need to continue to improve the school conditions that support the acceleration of children’s progress and achievement.
The school agrees to continue to:
- develop more targeted planning to accelerate progress for children
- monitor targeted planning, improved teaching, and children’s progress.
ERO will discuss progress against the planning with the school.
The school has requested that ERO provide them with an internal evaluation workshop.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
8 November 2017
About the school
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Location
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Inglewood
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Ministry of Education profile number
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2177
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School type
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Full Primary (Years 1 to 8)
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School roll
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300
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Gender composition
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Male 51%, Female 49%
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Ethnic composition
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Māori 24%
Pākehā 71%
Pacific 2%
Other ethnic groups 3%
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Provision of Māori medium education
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No
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Review team on site
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August 2017
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Date of this report
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8 November 2017
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Most recent ERO report(s)
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Education Review August 2014
Education Review July 2011
Education Review August 2008
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