Bonithon Avenue , New Plymouth
View on mapThis Profile Report was written within 12 months of the Education Review Office and West End Te Kura o Morere working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
West End Te Kura o Morere is located in New Plymouth. The school caters for students in years 1 to 6.
West End Te Kura o Morere’s strategic priorities for improving outcomes for learners are:
student progress, achievement and learning outcomes are paramount
that the quality of teaching and learning is essential
ensure management of financial and physical resources will be prudent and forward thinking, school structures and organisation will be efficient.
You can find a copy of the school’s strategic and annual plan on West End Te Kura o Morere’s website.
ERO and the school are working together to evaluate how effectively delivery of the literacy curriculum achieves equity and excellence for learners.
The rationale for selecting this evaluation is:
the school is seeking to evaluate current literacy initiatives and the introduction of further planned approaches to the delivery of the literacy curriculum to determine the impact on achieving equity and excellence for all learners.
The school expects to see:
equity and excellence for students and accelerated progress for learners working toward curriculum expectations in literacy
effective teaching and learning, reflecting shared strategies and new approaches, in the delivery of literacy
revised strategic and annual planning, documenting the deliberate actions the school will undertake to build literacy practice aligned to students working toward curriculum.
the schools’ localised curriculum comprehensively reflects share expectations for teaching and learning of the literacy.
The school can draw from the following strengths to support the school in its goal to achieve equitable and excellent outcomes for learners in literacy:
appropriate resourcing of professional learning and development (PLD) for staff aligns to the school’s achievement and curriculum priorities
introduced literacy initiatives in 2022 are impacting positively on learner outcomes
appropriate literacy assessment processes are in place to ensure the progress of all learners is tracked and monitored overtime to respond to their learning needs and progress outcomes are suitably reported to trustees, parents and whānau
staff are provided with regular opportunities to discuss and share teaching and learning strategies and inquire into the impact of changes to the curriculum aligned to outcomes for learners.
Moving forward, the school will prioritise:
engaging with stakeholders to revision and implement shared strategic goals and actions to guide development of the school’s key priorities
ongoing PLD for teachers that encompasses current and new approaches in delivery of effective literacy practice
updating the literacy curriculum as new approaches are embedded into practice
gathering information, at points in time, using progress data, observation of practice and stakeholder voice to inform evaluation insights into the impact of changes to literacy practice on outcomes for learners.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
23 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of August 2022, the West End Te Kura o Morere, School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
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For further information please contact West End Te Kura o Morere, 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
23 December 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
West End Te Kura Ō Mōrere is located in New Plymouth. At the time of this ERO review the roll was 373 with 32% of students identifying as Māori. There has been steady roll growth over the past few years, particularly in enrolments of Māori children.
The school was gifted a new name, West End Te Kura Ō Mōrere, earlier this year after two years of consultation with local iwi and hapū, Te Atiawa and Ngāti Te Whiti.
The school’s shared values of ‘common sense, cooperation and consideration’ underpin and guide teaching and learning. The school has responded well to the areas for improvement identified in the July 2014 ERO report.
Over the past three years leaders and teachers have given more priority to addressing the underachievement of Māori learners and have strengthened their cultural practices.
The school responds well to those Māori and other students whose progress needs acceleration. However, disparity remains between the overall achievement of Māori children at the school and their non-Māori peers.
Most students achieve at or above in relation to National Standards in reading, writing and mathematics. The data shows that Māori learners are not achieving as well as their peers and overall more boys are below expectations than girls. Pacific and Asian students achieve well.
The knowledgeable leadership team work collaboratively to ensure line of sight is maintained from what is espoused in the school’s goals, vision and targets for equity and excellence, to enactment through the curriculum and teaching and learning.
The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
ERO is likely to carry out the next review in three years.
The school has established well considered processes to identify and respond to Māori learners and other students whose learning and achievement need acceleration. This supports a cohesive approach across all levels of the school.
Most students achieve at or above in relation to National Standards in reading, writing and mathematics. The data shows that Māori learners are not achieving as well as their peers and more boys are below than girls. Pacific and Asian students achieve well. At the end of 2016, over two thirds of all students achieved above for reading, writing and mathematics. Year 6 students achieved consistently higher levels than the whole school cohort.
Teachers know the students well. Syndicate meetings give priority to discussing particular teaching strategies that enable improvement of target students. The rate of progress for each child is tracked each term. Trends and patterns are identified over time. There is evidence of acceleration for many students.
The valued outcomes articulated in the New Zealand Curriculum underpin the school’s focus on developing cooperative, considerate students who demonstrate an ‘I can do’ attitude.
Children with high needs are identified. Appropriate interventions are put in place to support their needs, including the use of external expertise.
Teachers work collaboratively in their teams, school wide and across schools to moderate judgements. A well-considered approach supports dependability of decisions about National Standards in relation to reading, writing and mathematics.
The school has a wide range of effective processes that support the achievement of equity and excellence. There is a relentless focus on accelerating Māori student achievement and reducing disparity for Māori and boys.
Students experience an inclusive and culturally responsive curriculum with an appropriate focus on literacy and mathematics. Teachers use a range of effective strategies and deliberate actions to engage students in purposeful learning within productive, calm learning environments. Positive, reciprocal relationships are highly evident across the school. A range of appropriate pastoral care initiatives cater for students’ wellbeing for learning. Students have a range of leadership roles across the school.
Knowledgeable leaders work collaboratively to support teachers to promote positive learning outcomes for students. Staff expertise, strengths and interests are used in relevant leadership opportunities. Teachers and leaders are reflective practitioners. Leaders have established clear, well aligned processes and expectations that guide staff capability building. The appraisal process is responsive to teachers’ development needs and supports them to improve their practice.
Parents, whānau and community are welcomed and involved in school activities. They are valued partners in children’s learning. Hapū and iwi support has built and extended staff knowledge of te reo me ngā tikanga Māori.
Trustees are well informed about student achievement and practice. They increasingly interrogate information they receive. The board prioritises student wellbeing and learning. Target setting, strategic and annual planning is coherent and aligned to the school’s vision and values. Parents, teachers and students are regularly consulted. Their opinions are valued and used to inform decision making.
Internal evaluation is valued as a tool to promote improvement at all levels of school operation. Leaders and teachers reflect on the effectiveness of their practice in improving outcomes for students. They identify what is successful and how this can be transferred to other situations.
The school has a range of processes that are effective in enabling and promoting the achievement of equity and excellence.
School leaders recognise the need to continue to embed and sustain processes and practice to further accelerate learning and progress. They have identified that they need to:
This should further sharpen the focus on accelerating learning to achieve equity and excellence for all students.
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.
The school demonstrates progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
27 November 2017
|
Location |
New Plymouth |
|
Ministry of Education profile number |
2265 |
|
School type |
Contributing Primary (Years 1 – 6) |
|
School roll |
373 |
|
Gender composition |
Male 56%, Female 44% |
|
Ethnic composition |
Māori 32% |
|
Provision of Māori medium education |
No |
|
Review team on site |
September 2017 |
|
Date of this report |
27 November 2017 |
|
Most recent ERO report(s) |
Education Review July 2014 |
Students learn and achieve well in a positive, welcoming environment. Teacher student relationships are supportive and respectful. Well established pastoral care and special needs systems effectively nurture student wellbeing. Teachers reflect and inquire into their practice. Setting more specific, measurable targets should sharpen schoolwide focus in reporting student outcomes.
ERO is likely to carry out the next review in three years.
West End School, centrally located in New Plymouth, caters for students in Years 1 to 6. At the time of this review it had a roll of 323 students, of whom 87 identify as Māori.
The school’s mission statement is “to develop responsible citizens who are confident, creative, actively involved life-long learners”. This mission and the “3C’s” values, of Common Sense, Co-operation and Consideration, underpin strategic direction, school systems and classroom programmes. There are high expectations for student engagement and learning.
School leaders responded positively to areas identified in ERO's 2010 report. Teachers are involved in planned, ongoing professional learning and development with a major emphasis on quality teaching practice and a specific recent focus on writing.
Well analysed achievement information is effectively and regularly used by senior leaders and teachers to improve learning outcomes for students.
Senior staff recognise and respond appropriately to trends and patterns for groups and cohorts. Students in need of additional support or acceleration are identified. Their progress, as with all students, is well monitored during the year. Clear reports to the board are used to make ongoing resourcing decisions.
Teachers use achievement data to inquire into their teaching, plan and implement well-constructed learning programmes. They use an appropriate range of tools to establish baseline data and support overall judgements on individuals' progress. Transitions into, through and from the school are well considered and carefully managed for groups and individual students.
The school reports that the majority of students achieve at or above the relevant National Standard in reading, writing and mathematics. School targets for 2014 are explicitly aimed at raising the achievement of Māori students to match schoolwide levels. Pacific students’ overall achievement is comparable to the majority. Parents receive regular reports on their children's learning, with opportunities for specific meetings with teachers to discuss wellbeing, progress and shared strategies.
Teachers are collaboratively refining systems and processes related to the making of overall teacher judgements in relation to National Standards. Effective moderation processes are regularly reviewed and refined to further improve consistency and reliability.
School leaders recognise that setting more specific, measurable targets should sharpen schoolwide focus. It should also enable more effective monitoring and reporting of progress and student outcomes.
Student engagement, learning and achievement are well supported by the curriculum.
A clear, overarching framework supports the shared understanding and common approach to teaching and learning. Students respond positively to the high expectation set for their engagement, learning and behaviour. Explicit guidelines for teachers inform teaching and teacher inquiry into practice.
The curriculum has a strong focus on literacy and numeracy. It incorporates good use of local and relevant contexts that give authenticity to student learning. The West End learner profile links well with The New Zealand Curriculum key competencies. The core "3C’s" values are highly evident. Extensive opportunities are made available for students to participate and succeed in academic, sporting, cultural and leadership activities.
Teaching is effective. Teachers reflect and inquire into their practice. Research and professional development underpin a strong collegial, knowledgeable learning culture. Computer technology is effectively used to support teaching and learning.
Students are encouraged to take increasing responsibility for their progress and achievement. In class they are on task and engaged in their learning. Classrooms are settled learning environments with established routines.
School leaders have identified it is timely to revisit and review the curriculum including provision for gifted and talented students. An initial series of meetings and consultation with staff has begun.
A combined staff and board rōpu is working to raise the schoolwide profile of te reo me ngā tikanga Māori. School leaders actively promote Māori student leadership and role models. There are many opportunities for parents and families to celebrate student success.
Senior leaders should consider adopting similar strategies for the families of Pacific students to support their successful engagement and achievement in learning.
The school is well placed to sustain and improve its performance. Factors contributing to this include:
Well-established pastoral care and special needs systems and processes effectively nurture student wellbeing. Students benefit from supportive, respectful relationships and the positive learning environment. There are close partnerships with whānau and parents.
There is an established culture of critical reflection, schoolwide. School leaders regularly review school operations and student outcomes. They have identified and are refining ways in which self review can be further developed and strengthened.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Students learn and achieve well in a positive, welcoming environment. Teacher student relationships are supportive and respectful. Well established pastoral care and special needs systems effectively nurture student wellbeing. Teachers reflect and inquire into their practice. Setting more specific, measurable targets should sharpen schoolwide focus in reporting student outcomes.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region
16 July 2014
|
Location |
New Plymouth |
|
|
Ministry of Education profile number |
2265 |
|
|
School type |
Contributing (Years 1 to 6) |
|
|
School roll |
323 |
|
|
Gender composition |
Male 57%, Female 43% |
|
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other European Asian Other ethnic groups |
27% 62% 3% 3% 2% 3% |
|
Review team on site |
May 2014 |
|
|
Date of this report |
16 July 2014 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2011 May 2008 May 2005 |