Foxton School

Foxton School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and Foxton 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

Context 

Foxton School is located in the Horowhenua region and sits within the boundaries of Ngāti Raukawa Te Au ki te Tonga. It provides full Māori immersion and partial-immersion education for learners in Years 1 to 8. School leaders and staff prioritise working in partnership with mana whenua and the wider community to deliver on their aspirations of creating confident, self-motivated, engaged learners and citizens.

Foxton School’s strategic priorities for improving outcomes for learners are:

  • that the needs of every learner are identified, and every learner is supported and motivated to achieve success in literacy, numeracy, te reo Māori and across all other curriculum areas so that they achieve curriculum expectations or beyond, and realise their own unique potential

  • to facilitate and support strong and effective relationships between tamariki, staff, parents, whānau, board of trustees, iwi and community, which will enable the children and whānau to become active members of the community

  • to ensure the growth and development of languages/te reo me ōna tikanga within the school and the wider community.

You can find a copy of the school’s strategic and annual plan on Foxton School’s website.

ERO and the school are working together to evaluate the extent to which assessment and planning effectively identify and respond to the learning needs of all learners.

The rationale for selecting this evaluation is to:

  • strengthen staff capability to engage in teaching and learning practices that ensure equitable and excellent outcomes for all learners 

  • provide the conditions where students are able to be agentic learners.

The school expects to see consistent and effective use of school-wide learning progressions that are responsive to the needs of all learners, resulting in improved rates of progress and higher levels of achievement.

Strengths

The school can draw from the following strengths to support its goal of achieving equitable and excellent outcomes for all learners.

  • The school is highly committed to realising the aspirations of whānau, hapū and iwi through programmes that enhance student knowledge of the language, culture and identity of Ngāti Raukawa.

  • Ongoing capability building, inclusive of equity for Māori learners, is consistently enhancing teacher practice.

  • In its role, the board is actively representing and serving the school and community.

  • Leadership prioritises culturally-responsive teaching expectations that are clear, shared, well-implemented and focused on continuous improvement of practice to support all learners.

Where to next?

Moving forward, the school will prioritise strengthening:

  • consistency in school-wide assessment and moderation practices

  • the use of assessment information to inform planning that is designed to meet the needs of each learner

  • tracking and monitoring of learner progress, particularly those at risk of underachieving.

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

25 January 2023

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

Foxton School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Foxton School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Foxton 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

25 January 2023

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

Foxton School - 07/07/2017

Findings

Students at Foxton School, Te Kura o Te Awahou, continue to learn in an environment where relationships are valued. A re-established team approach fosters student progress and wellbeing. Improvements guided by school leadership support students and staff. The formation of a board should continue to assist the school to sustain improvements and embed new initiatives. 

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Foxton School, Te Kura o Te Awahou, is a four teacher school for students in Years 1 to 8. Children participate in bilingual learning. The rumaki Māori immersion class caters for students from Years 1 to 6.

There was a period of significant staff changes before and after the August 2014 ERO report. The rumaki class was not in place at the time of the previous ERO review.

Staff from 2016 have, in 2017, provided some stability for students and continuity of school organisation. From Term Two 2017, an acting deputy principal has supported school-wide initiatives.

In 2014, ERO reported that the board of trustees should better its understanding of the governance role. This included: 

  • embedding the cycle of policy review to ensure policies were up to date and useful
  • using reports about student achievement to make meaningful resourcing decisions
  • ensuring the annual appraisal of the principal was completed. 

The school was not well placed to sustain and improve its performance. Over time board members resigned. A commissioner was appointed by the Ministry of Education to govern the school and support the returning principal. The role included responsibility for concerns about some buildings.

ERO determined that the school needed ongoing support. An education review was initiated to be carried out over a period of two years. This ongoing evaluation involved meetings with ERO and sharing progress related to priorities for review and development identified in the 2014 ERO report. In 2016, staff contributed to a focused professional development programme resulting in a positive rebuilding of the teaching team, with a collaborative focus on students’ progress and achievement.

Foxton School is one of a group of schools in the Foxton area working within a Community of Learning|Kāhui Ako. 

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Priorities for review and development during the two year evaluation process were to: 

  • support the principal to lead the school effectively
  • re-establish the rumaki class to provide Māori immersion learning
  • use analysed student achievement information to determine students’ progress and to consider their next steps in learning
  • build a cohesive teaching team focused on teaching and learning
  • appoint a board of trustees to govern the school. 
Progress

The school’s leadership, with the commissioner, have appropriately given priority to activities that positively impact on student learning. School-wide operation and practices are centred on students’ progress. Leadership, focused on student achievement, is now a key factor to the school’s well implemented teaching programmes. These are structured so that all students have opportunity to learn and progress.

Whānau and children are well known by the tumuaki and teachers. The underpinning goal to uphold Māori success for students who identify as Māori is ongoing and a school strength.

The re-established rumaki class is in place, with students taught through Māori immersion learning. The teacher is supported by the principal and other professionals, so that learning for children meets the expectations of Te Marautanga o Aotearoa. A kaiawhina supports students in te reo Māori. A collaborative approach underpins a commitment to this medium of learning and lessens teacher isolation operating as one class within the school. Rumaki class students mix with all children and participate in Foxton School out-of-class activities. Most children make progress in pānui, tuhituhi and pāngarau.

Classroom teaching has improved significantly. Teachers, through well considered internal and external professional development, have built a collaborative culture and better understanding of the purpose and use of student achievement information.

Moderation practice between teachers about students’ learning, supports the judgements made about children's progress against National Standards and Ngā Whanaketanga Rumaki Māori. This practice has been strengthened and is valued by staff. Teachers appropriately focus on literacy and numeracy teaching and learning. It is now timely to evaluate the effectiveness of the wider Foxton School Curriculum, establishing how well it promotes engagement, progress and achievement. 

Over the course of this ERO evaluation, the principal’s reporting to the commissioner (in the role of the board) and to ERO, demonstrates a commitment to accelerating students’ achievement in reading, writing and mathematics. However, some students continue to achieve below and well below expected levels. These students are well known and are targeted with appropriate teaching and at times specific interventions. Their ongoing progress is a school priority.

Data analysis identified that the teaching of mathematics and pāngarau is a focus for 2017. Professional development is expected to assist teachers improve teaching with positive outcomes for students.

Although a system for appraising teachers is in place, it should be strengthened to better align with Education Council guidelines. The principal and board agree this is a priority for 2017.

Families and the community indicated a positive interest in governing the school as trustees. A board of trustees has been elected. There is specific ongoing support for members to learn about the roles and responsibilities of governance.

Key next steps

The newly appointed board and principal must:

  • develop a clear framework for the review and updating of their policies
  • further strengthen the appraisal process with the teaching as inquiry component linked to students’ learning, progress and achievement.

Newly implemented initiatives and the deeper use of analysed student achievement information should continue to be strengthened.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Foxton School is well placed to continue to improve and review its performance. Consolidation of new initiatives should be an important focus.

The school culture is underpinned by well-understood values and high expectations. The strengths of manaakitanga and whanaungatanga continue to be highly evident. Children are empowered to become confident, connected, actively involved, lifelong learners through a wide range of school activities inside and outside the classroom. They experience success.

The revitalised, positive teaching culture includes regular meetings where teachers collectively inquire into the effectiveness of their practice. Openness to ongoing learning is evident and demonstrated by the principal and staff through focusing on data and evidence-based decision making and planning.

Key next steps

The school agrees to continue to:

  • develop targeted planning to accelerate learning for children
  • monitor targeted planning, improved teaching and children's progress
  • discuss the school's progress with ERO.

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.

Conclusion

Students at Foxton School, Te Kura o Te Awahou, continue to learn in an environment where relationships are valued. A re-established team approach fosters student progress and wellbeing. Improvements guided by school leadership support students and staff. The formation of a board should continue to assist the school to sustain improvements and embed new initiatives.

ERO is likely to carry out the next review in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

7 July 2017

About the School

Location

Foxton

Ministry of Education profile number

2359

School type

Full Primary (Years 1 to 8)

School roll

81

Gender composition

Male 48, Female 33

Ethnic composition

Māori
Pākehā
Other ethnic groups

62
16
3

Special Features

3 bilingual classes 1 rumaki class Puna ECE attached

Review team on site

February 2017

Date of this report

7 July 2017

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

August 2014
July 2011
August 2007

Foxton School - 14/08/2014

Findings

Students at Foxton School learn in attractive classrooms where their progress and achievement is effectively promoted. Relationships are valued. A team approach fosters student wellbeing. Ongoing changes in school leadership and the inexperience of trustees raise concerns about the school's ability to continue to make and sustain improvements.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

What are the important features of this school that have an impact on student learning?

Foxton School is a four teacher school catering for students in Years 1 to 8. A recent strength has been the useful partnerships developed between staff and families and whānau.

Significant changes in staff have occurred. Between 2013 and 2014 the principal has been on study leave. During that time, the deputy principal was appointed as acting principal. In June 2014, she left the school for another position. A newly appointed acting principal is to lead the school for the rest of 2014. One teacher is on leave and the rūmaki Māori immersion class is not in place for 2014.

The acting principal at the time of the onsite phase of this review in May 2014, has strongly focused on improving outcomes for students. She has supported building a trusting, collegial teaching team; working with whānau who feel valued and listened to; and communicating well with students.

The board of trustees has been relying on the acting principal for leadership in matters of governance. Given the changes in staffing and leadership, and the inexperience of the board, ERO has concerns about the sustainability of recent improvements.

Foxton School is one of a group of schools in the Foxton area working together in a ‘Learning Change Network’ initiative to share teaching and learning plans to improve outcomes for all students.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement is well tracked and analysed in depth. In the classroom and schoolwide, this data is used to make appropriate, well-considered changes that impact positively on students’ engagement, progress and achievement. Increasingly robust moderation processes between teachers have led to more reliable teacher judgements about achievement.

In 2013, students made significant progress against National Standards in reading, writing and mathematics. The acting principal and teachers report that many students achieved at and above National Standards by the end of 2013, particularly in reading. Teachers are aware that achievement in writing and mathematics still needs improvement.

Most students identify as Māori. Their achievement is similar to that of students overall in the school. Information about their progress and achievement is collated and analysed to ensure their needs as a group are well met. Other priority students, Pacific students and students with special needs, make good progress.

Students performing below expected levels are identified and appropriate programmes to accelerate their learning are put in place. The success of programmes is clearly evident in the improvement in student achievement.

A positive tone effectively supports the learning and wellbeing of all students. This includes regular, planned and close relationships with teams from external agencies who support students with specific, special needs. Improving attendance has been a priority for the acting principal. Student absences have diminished.

Families are well informed about students’ progress through a range of home and school communications. These include useful written reports as well as formal and informal meetings with teachers. Families are encouraged to be part of the school. Initiatives like Computers in Homes have supported families and staff to encourage ongoing success for students. Learning is shared between families, the teacher and the student.

The board of trustees has yet to use student achievement data to make resourcing decisions. This aspect of governance has been the responsibility of the acting principal.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum promotes student progress, especially in literacy and numeracy. Students in small groups and in larger class activities learn in stimulating, well-managed classrooms. Positive relationships and a climate of cooperation are evident. Teachers share responsibility to promote learning for all students.

Information and communication technologies (ICT) are used to prepare students for 21st Century learning. Teachers share their expertise to ensure the best use is made of these tools.

In 2012, learning in mathematics was a priority. Shared understandings and guidelines for effective teaching were collaboratively developed.

Over time, staff have been actively engaged in professional learning and development opportunities that have resulted in sharpening the focus of classroom programmes to better meet the specific needs of students.

A next step is for teachers to embed the practice of inquiring into their teaching practice and how that impacts on outcomes for students. This emerging work is planned to be more closely aligned to a framework for teacher appraisal.

How effectively does the school promote educational success for Māori, as Māori?

Students participate in classes where te reo Māori is a teaching and learning focus. Students with greater ability in te reo Māori participate in a specific programme to support their language learning. This initiative was designed with whānau. Māori student success and achievements are celebrated schoolwide and with whānau.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is not well placed to sustain and improve its performance.

Changes in staffing and leadership mean that the school has had three people in the role of principal over a two year period. This raises concern about continuing school improvement and sustaining current good practice.

The lack of understanding of the roles and responsibilities of trustees leaves the school in an uncertain position that poses a concern for the promotion of positive outcomes for students.

Key next steps:

The board of trustees requires urgent support to understand and meet its governance responsibilities. In particular the board should:

  • embed the cycle of policy review to ensure policies are up to date and useful
  • use reports about student achievement to make meaningful resourcing decisions
  • ensure the annual appraisal of the principal is completed.

The new acting principal should be supported to ensure that professional leadership continues to sustain effective teaching and school management.

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.

The board of trustees must:

  • Ensure that the principal completes an annual appraisal process that incorporates the professional standards for principals.

[s77 State Sector Act 1988]

  • Maintain an on-going programme of self review in relation to policies, plans and programmes, which includes consideration of information about student achievement.

[NAG 2(b)]

Recommendation to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to strengthen school governance and leadership.

Conclusion

Students at Foxton School learn in attractive classrooms where their progress and achievement is effectively promoted. Relationships are valued. A team approach fosters student wellbeing. Ongoing changes in school leadership and the inexperience of trustees raise concerns about the school's ability to continue to make and sustain improvements.

ERO intends to carry out another review over the course of one-to-two years.

Joyce Gebbie

National Manager Review Services Central Region

14 August 2014

About the School

Location

Foxton

Ministry of Education profile number

2359

School type

Full Primary (Years 1 to 8)

School roll

71

Gender composition

Male 41, Female 30

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

50

17

4

Special features

Te Pa Harakeke ECE on site

Review team on site

May 2014

Date of this report

14 August 2014

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

July 2011

August 2007

June 2006