North Street School

School Context

North Street School is in Feilding, Manawatu. It caters for 295 students in Years 1 to 8, including 47% who are Māori and 6% Pacific.

The school vision seeks for all children to be positive, connected, engaged and an explorer of their own learning. Annual achievement targets are matched to groups of students who require their achievement accelerated.

Leaders and teachers regularly report to the board, schoolwide information about outcomes and progress for students in reading, writing and mathematics.

Bilingual education is provided as an option for students at all levels of the school.

The school is involved in three Ministry of Education professional learning and development (PLD) programmes. Accelerated Learning in Mathematics is in the early stages, and a Mathematics Support Teacher initiative is in its third year. Positive Behaviour for Learning (PB4L) was introduced in 2016.

The school is part of, and the principal has been appointed as co-leader of, the Feilding Kāhui Ako.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1  How well is the school achieving equitable and excellent outcomes for all its students?

At the end of 2016, the majority of students achieved expectations in reading and mathematics. Achievement in writing was slightly lower. Māori students achieve similar outcomes when compared to their non-Māori peers within the school in all three of these learning areas. Pacific student achievement is appropriately tracked and monitored. Addressing disparity in the achievement of boys, especially in literacy, is required to promote equity.   

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

Targeted actions undertaken for specific groups of students achieving below school expectations at the beginning of 2017, show many have accelerated their achievement, especially in reading and writing.

Additional learning programmes in mathematics and literacy have impacted positively on students’ confidence and participation in learning, with many showing acceleration in their achievement.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

Leaders and teachers demonstrate a purposeful response to Māori learners’ culture, language and identity. Effective leadership appropriately guides developing teacher capabilities and competencies. Culturally relevant experience and contexts for learning encompass, value and celebrate te ao Māori, underpinned through Ngāti Kauwhatatanga. Appropriate processes to identify, target, track and collaboratively review student progress are strengthening teachers’ response to those Māori and other learners whose learning and achievement need acceleration.

School and classroom conditions foster purposeful student engagement. PB4L and teaching of key competencies promote skills and attributes reflective of the schools vision for learner success. Shared values are evident in the positive interactions and relationships fostered between students, their peers and teachers.

Parents and whānau involvement is highly valued. Learning conferences suitably support their understanding of student learning and achievement. Relevant information in relation to additional programmes in literacy and mathematics are shared to promote the continuity of learning at home.  

Teachers and leaders are highly collaborative. Inquiry into the effectiveness of their practice is student centred and linked to curriculum priorities. Use of this process is generally well designed and enacted, showing improved outcomes for targeted students. Teachers’ PLD has impacted positively in identifying and developing strategies that foster improved student outcomes.

Senior leaders effectively manage changes to processes, systems and practices focused on strengthening equity and excellence for students. Strategic and annual planning is collaborative, identifying relevant priorities and achievement targets. Inclusive decision making encourages a collective responsibility between teachers to modify practice that improves their response to the diverse needs of learners. 

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

Raising achievement levels and addressing disparity for boys are priorities to promote equity and excellence. Current and planned PLD for teachers is required to build their capability and knowledge of assessments to differentiate learning to meet the diverse needs of students. This should also further promote teachers’ depth of understanding of the philosophies and strategies for collaborative teaching and learning, and strengthen students’ active involvement and agency of their own learning.

Leaders and teachers have developed a model for evaluation. A next step is to continue to strengthen the collective knowledge and capability of staff and trustees to use evaluation to understand the value and effectiveness of targeted actions, especially in relation to students requiring accelerated outcomes. It should also provide evaluation information to contribute to annual planning.

3 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:

• 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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review no students are enrolled. The school has appropriate policies and procedures in place to support the provision of international students. 

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• appropriate processes and systems to identify, target, track and collaboratively respond to students at risk in their achievement
• a collaborative and inclusive school culture that fosters positive student engagement, and is clearly responsive to Māori learners’ culture, language and identity
• clear direction from leaders, that guides improvement toward achieving school priorities and targets.

Next steps

For sustained improvement and future learner success, development priorities are in:

• building teacher capability and practice to promote equity for learners and raise overall levels of achievement
• strengthening internal evaluation process and practices to better understand the extent to which goals and targeted actions achieve accelerated progress for students.

[ERO will provide an internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 February 2018

About the school 

Location	Feilding
Ministry of Education profile number	2409
School type	Full Primary Year 1 to 8
School roll	295
Gender composition	Male 51%, Female 49%
Ethnic composition	Māori                             47% Pākehā                           41% Pacific                              6% Other ethnic groups      6%
Provision of Māori medium education	Yes
Review team on site	November 2017
Date of this report	12 February 2018
Most recent ERO report(s)	Education Review, December, 2014 Education Review, February, 2014 Education Review, December 2010

Findings

North Street School has re-developed sound systems to improve students’ progress, achievement and wellbeing. Positive trends in lifting student progress provides a platform for extending student achievement schoolwide. The school is well placed to continue to improve professional leadership, governance, teaching and achievement.

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

1 Context

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

North Street School in Feilding caters for students in Years 1 to 8. The roll includes 36% of students who identify as Māori, seven Pacific students and eight from Nepal.

The board of trustees and staff take pride in fostering a strong sense of family in the school community. Celebrations of participation and success in a wide range of academic, sporting and cultural activities are priorities.

Positive and respectful relationships between staff and learners prevail. Students learn in modern and well-maintained classrooms, with ready access to information and communication technologies.

Since the December 2010 ERO report, the development of three te reo Māori bilingual classrooms has occurred in response to whānau wishes. Teachers in these classrooms are in the early stages of working towards implementing Te Marautanga O Aotearoa and Ngā Whanaketanga Rūmaki Māori.

Key areas identified in ERO’s December 2010 report have yet to be addressed. These include improving the use of student achievement information in self review, and evaluating the effectiveness of teaching programmes and interventions to support students' learning.

Strengthening professional leadership should support the development and implementation of robust school systems to continue to improve teaching and learning.

2 Learning

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

The school is developing its use of achievement information to improve learning. Teachers use some appropriate practices for assessment of students' achievement in relation to the National Standards in reading, writing and mathematics. Some moderation of writing assessments has occurred to assist greater consistency in teachers’ judgements about students' performance.

The school reports that most students achieve at the National Standard in reading. Achievement and progress in mathematics and writing is slightly below reading results.

Senior leaders and teachers recognise that more needs to be done to further improve Māori students’ progress and achievement. Bilingual students are making better progress than other Māori in relation to the National Standards.

Classroom teachers and the special education needs coordinator (SENCO) monitor Pacific learners’ progress. The board has yet to receive a comprehensive report about the impact of special programmes and the achievement of Pacific learners.

Students share and celebrate their progress in twice-yearly conferences with their parents. Reports provide clear information about achievement in relation to the National Standards, with useful suggestions for parents to support learning at home.

ERO recommends that trustees, senior leaders and teachers:

• continue to review and develop schoolwide assessment practices to improve the quality of National Standards student achievement information. This should include strengthening target setting and processes to accelerate the progress of priority learners, including Māori
• continue to develop teachers' use of student achievement information to better target their teaching, and make clearer links to data in teachers' individual inquiries into how well their teaching promotes learning
• continue to strengthen teachers’ formative assessment practices
• continue to support increased student ownership of learning through regular goal setting and reflection
• review and report to staff and trustees on the effectiveness of special programmes and the progress of Pacific learners.

3 Curriculum

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

The school’s curriculum has a clear focus on providing students with a broad range of learning opportunities.

Teachers and staff are responsive to students’ interests and wellbeing. Literacy and mathematics are key areas. Curriculum guidelines incorporate Māori values and principles. The bilingual unit curriculum strongly supports Māori learners’ culture, language and identity. In many classrooms, students benefit from a range of appropriate teaching strategies.

The principal has reviewed and expanded the curriculum document to include expectations for effective literacy and mathematics programmes. Teachers have participated in recent professional development in literacy and mathematics. However, school processes to support effective curriculum delivery in literacy and mathematics require strengthening.

Teachers have increased their understanding and use of students’ inquiry learning through ongoing professional development. The ‘Teacher Think’ model encourages teachers to critically reflect and explore more effective practices. In some classrooms, improved practices contribute to higher levels of student engagement and ownership of their learning.

Children in early childhood education who are preparing to transition to Year 1 at school participate in a ‘Ready, Steady, Start’ programme. This supports them to become familiar with school adults, routines and activities over a number of visits. It is timely to continue to review the effectiveness of this programme in responding to each child’s strengths.

Recent improvement in coordination of students in special programmes has led to better identification and referral to external support agencies. Teacher aides provide focused help that increases students’ participation in classroom activities. Students benefit from a more cohesive approach for responding to the needs of students and their families.

ERO identifies the following next steps for trustees, senior leaders and staff to:

• continue to review the implementation of the school's curriculum. This should include consideration of learning contexts that celebrate the culture of Māori and Pacific students, and students new to New Zealand, and provisions for Years 7 and 8 students
• strengthen implementation of effective teaching programmes in reading, writing and mathematics through better curriculum leadership and professional learning opportunities.

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

Students’ holistic wellbeing is well nurtured by staff, whānau and the wider community. This collective responsibility provides a strong platform for Māori learners to enjoy success as Māori. Since ERO’s 2010 review, the school has made good progress in establishing a bilingual education for Years 1 to 5 students in Roimata Toroa. Positive developments include:

• improved communication and partnerships responsive to the aspirations of families and whānau for their tamariki, with plans to extend bilingual provision to Years 6 and 7 in 2014
• te reo Māori confidently modelled by adults and used by students
• curriculum planning for te ao Māori and Ngāti Kauwhatatanga to ensure they are integral to students’ learning
• the ongoing development of a bilingual class graduate profile, that describes the student attributes and knowledge valued by school staff, learners and whānau.

School leaders and teaching staff continue to explore effective teaching and learning for and with Māori learners. ERO found that this was more developed in Roimata Toroa than in the mainstream classrooms.

The school has a curriculum statement for te reo me ngā tikanga Māori that views Māori learners as culturally advantaged. To better support this vision, the board and school leaders should:

• develop the school’s curriculum so that students can learn te reo Māori from Years 1 to 8
• extend successful practices to strengthen whānau partnerships for learning in the bilingual unit to all Māori learners across the school
• continue to support teachers and staff to work towards the successful implementation of Te Marautanga O Aotearoa and Ngā Whanaketanga Rūmaki Māori in Roimata Toroa.

4 Sustainable Performance

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

The school is developing processes to better sustain and improve its performance. Professional leadership, governance and self review require improvement.

The principal’s professional leadership and processes to support leadership require strengthening. This should involve developing clear expectations for leadership roles and responsibilities, including those of school leaders, team leaders and curriculum leaders. Improved processes for timely communication, thorough consultation and robust use of evidence to support decision-making should underpin school improvements.

Self-review practice requires development. Trustees receive some useful information about student achievement. However, the clarity and usefulness of reports provided to them for governance purposes should be improved.

Personnel practices, such as teacher appraisal and staff induction, require improvement. In 2012, many key school leaders were not appraised. Others should be appraised in relation to their specific responsibilities. More robust practices are required, including:

• better links between teachers' goals and inquiries, and the school's annual improvement targets
• records of regular observations of classroom practice, formal feedback to teachers and their next steps
• processes to support growth in culturally responsive teaching practices
• ensuring all new staff participate in an induction process.

Trustees are developing an understanding of their governance role and responsibilities. Most are new to the board and have attended introductory training. They are committed and aware that they need to continue to improve governance. Trustees value and respond to parent and whānau views obtained through annual consultation. It is timely for the board to continue to:

• better monitor how well annual improvement targets are being met by receiving more useful and regular progress reports and evaluating the impacts of their resourcing decisions
• improve understanding and use of self review for policy review and governance practices.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. At the time of the review, one student from the Philippines is enrolled.

The school has attested that it complies with all aspects of the Code.

ERO’s investigations identify that the school should undertake a review of its provisions for international students in order to more fully meet the requirements of the Code of Practice.

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 must ensure that:

• through the principal, all teachers are appraised against the appropriate professional standards annually.[s77C State Sector Act 1998]

In order to improve current practice, trustees and the school leaders should:

• receive reports about attendance, including information about strategies to support priority learners
• strengthen schoolwide health and safety practices, including following the school’s Education Outside the Classroom policy for school trips and camps
• review provisions for international students to ensure they better meet the requirements of the Code of Practice for the Pastoral Care of International Students.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

19 February 2014

About the School

Location	Feilding
Ministry of Education profile number	2409
School type	Full Primary (Years 1 to 8)
School roll	383
Number of international students	1
Gender composition	Male 52%, Female 48%
Ethnic composition	NZ European/Pākehā Māori Pacific Other ethnic groups	59% 36% 2% 3%
Review team on site	November 2013
Date of this report	19 February 2014
Most recent ERO report(s)	Education Review Education Review Education Review	December 2010 December 2007 February 2005