10 Carthew Terrace , Foxton Beach
View on mapThis Profile Report was written within 12 months of the Education Review Office and Foxton Beach School 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
Foxton Beach School is in the Horowhenua and provides education for learners in Years 0 to 8. The school promotes and welcomes the involvement of whānau and the wider community in the life of the school. Staff prioritise delivering a balanced curriculum in a collaborative teaching and learning environment with a strong emphasis placed on the key competencies of the New Zealand curriculum. Play-based learning and one-to-one devices are used to support the school’s goal of meeting the needs of all learners.
Foxton Beach School’s strategic priorities for improving outcomes for learners are:
developing better pathways into the school for pupils and whānau
using the latest pedagogy to ensure students are provided with the most up to date teaching and learning methods
ensuring that ‘we are better catering to the physical and emotional wellbeing of our students’
developing stronger relationships with parents and the wider community, and strengthening the relationship with local iwi, Ngāti Raukawa.
You can find a copy of the school’s strategic and annual plan on Foxton Beach School’s website.
ERO and the school are working together to evaluate how well the school embeds a holistic approach to teaching and learning and curriculum design, so that all aspects of the learner are developed, resulting in improved educational outcomes for all learners.
The rationale for selecting this evaluation is:
for leaders and teachers to further understand the learner and all aspects that support their engagement and progress in learning
to support learners to understand how they can strengthen their own holistic wellbeing, know who they are as learners and to recognise how to progress their own learning.
The school expects to see:
a deeper understanding and implementation of culturally responsive practices across the school
programmes that are underpinned by te ao Māori and the mātauranga of local hapū/iwi
improved attendance at school and engagement with learning programmes
equitable outcomes for all learners.
The school can draw from the following strengths to support its goal to embed Te Whare Tapa Whā in school-wide practices:
staff are focused on sustaining strong inter-personal relationships between their learners, and their whānau
the school is extensively resourced providing staff with a wide range of tools to engage learners and to progress their learning
leaders and staff are highly focused on continuous improvement of practice and engage in collaborative professional learning and knowledge building
a committed and dedicated staff focused on providing the conditions for equitable and excellent outcomes for all learners.
Moving forward, the school will prioritise:
deepening knowledge and understanding of Te Whare Tapa Whā
strengthening a reciprocal relationship with Ngāti Raukawa
engaging in professional development focused on culturally responsive practice
systems and practices for staff, learners and their whānau to engage in learning-centred conversations, so that all learners can articulate the next steps in their learning journey.
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
20 October 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 May 2022, the Foxton Beach School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Foxton Beach School Board of Trustees.
The next Board of Trustees 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
20 October 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Foxton Beach School caters for students from Years 1 to 8. At the time this ERO evaluation, there were 188 students enrolled with Māori making up 36% of the roll, and a small number of Pacific children.
The school has a positive reporting history with ERO and responded well to the areas identified for improvement in the August 2014 report. The leadership team and trustees are new to their roles since that time. There have also been a few staff changes.
The school’s vision and values espouse high expectations for students to be motivated future focused learners with connections to their local community.
The school continues to renovate classrooms to provide children with supportive innovative learning spaces. Digital technologies have become an integral part of teaching and learning.
Development has taken place in the junior hub to promote continuity of learning for children from early childhood to school and through their early schooling years. A focus on incorporating learning experiences of high interest and increased opportunities to engage in oral language is in the early stages of implementation.
The school is a member of the Kerekere Community of Learning|Kāhui Ako.
School leaders and trustees are appropriately focused on strengthening practices to consistently achieve equitable achievement outcomes for all children.
The school’s achievement information shows that at the end of 2016 many students, including Māori, achieved well in relation to the National Standards in reading, writing and mathematics. Outcomes for learners in writing were not as strong and this continues as a priority for school leaders to address. An improvement trajectory in boys’ writing and mathematics achievement is evident in the past three years.
The small number of Pacific students achieved at or above in relation to the National Standards.
Further development is required in some school processes to achieve equity and excellence for all students.
The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other learners remains.
The school agrees to:
ERO is likely to carry out the next review in three years.
The school continues to see Māori over represented in the low-achieving group in mathematics. For this group the school’s performance in mathematics has declined over time.
Some Māori learners needing accelerated progress are included in target groups at the hub level and in charter targets. Teachers track and monitor the progress of identified learners against expected milestones. The data shows some target learners, including Māori, made accelerated progress and for a few this was substantial.
Use of the Learning Progressions Framework and the Progress and Consistency Tool (PaCT) this year in writing is supporting teachers to make more dependable assessment judgments and is informing next steps developments.
Additional resourcing, including the provision of support staff, assists learners with high learning needs.
An inclusive culture is evident. Student and whānau voice is sought and valued. There are plentiful opportunities for parents and whānau to be involved in the life of the school and in children’s learning. Respectful, reciprocal relationships result in an affirming tone that prevails across the school. This is highly conducive to learning and provides a positive platform for children’s belonging and wellbeing.
Trustees continue to develop their understanding of effective governance. Trustees regularly receive student achievement information.They access appropriate learning to support them in their roles and to meet their stewardship responsibility. Strategic goals reflect school priorities. Annual planning identifies actions relevant to the school’s desired outcomes for students.
Curriculum innovations and ongoing renovations to physical learning spaces appropriately focus on promoting effective teaching and learning practice aligned to the school’s vision.
The school’s curriculum continues to develop to enable Māori learners to engage in authentic learning experiences reflective of Māori culture, language and identity. The involvement of whānau in kapa haka enriches Māori, and all, children’s learning experiences.
Students enthusiastically engage in activities and experiences of high interest and in local contexts. Use of digital technologies encourages whānau and student engagement in learning. Students are motivated leaners who make good use of the learning spaces available.
Leaders and teachers participate in professional learning opportunities that appropriately build their knowledge in curriculum areas aligned to the school’s vision and values. They are reflective practitioners who work collaboratively to improve outcomes for all students.
Regular internal moderation in writing is strengthening teachers’ assessment judgments about students’ achievement in relation to the National Standards. The school, through the Kāhui Ako, is moderating these judgements externally.
The new senior leadership team and trustees are developing shared understanding of their roles in promoting equity and excellence. They need to build their collective capability to lead effective internal evaluation practices. This should assist them to know what is working well, sustain these good practices and identify where further developments to school processes are necessary to improve outcomes for all learners.
Further internal evaluation of the effectiveness of curriculum initiatives is required to address disparity in achievement outcomes for Māori learners, especially in mathematics.
The school should review current assessment practice to more effectively:
Further development is required in some school processes to achieve equity and excellence for all students. These include:
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:
The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other learners remains.
Leaders and teachers:
The school agrees to:
ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.
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
30 October 2017
|
Location |
Foxton |
|
Ministry of Education profile number |
2358 |
|
School type |
Full Primary (Year 1 to 8) |
|
School roll |
188 |
|
Gender composition |
Male 54%, Female 46% |
|
Ethnic composition |
Māori 36% |
|
Provision of Māori medium education |
No |
|
Review team on site |
August 2017 |
|
Date of this report |
30 October 2017 |
|
Most recent ERO report(s) |
Education Review August 2014 |