Rutherford Junior High School

School Context

Rutherford Junior High School is an intermediate school, situated in the Whanganui suburb of Gonville. There were 131 students on the roll at the time of the review and 67% identified as Māori.

Since the June 2016 ERO report, the number of students attending the school has increased, with Year 7 students making up two thirds of the roll this year. There have been considerable changes to teaching staff. Most classroom teachers are new to the school this year. Currently the school is undergoing a significant building and property upgrade, including restructuring of classroom environments.

The school’s motto, ‘learn to live’ and vision, ‘strive for success and make the most of every opportunity’, support expected outcomes for students. These are expressed through the school values of: ‘respect, justice, hard working and self control’.

The strategic aim is to deliver high quality literacy and mathematics programmes and develop an engaging and innovative school curriculum. The annual aim is to increase the numbers of learners achieving at expectation in reading, writing and mathematics.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics
• progress and achievement of those identified in school targets for reading, writing and mathematics
• the effectiveness of literacy interventions
• wellbeing for success
• those identified with high and additional learning and wellbeing needs.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school’s challenge is to lift all students’ achievement to realise excellent and equitable outcomes for them. School reported end of 2018 data indicates that under half of students, including Māori, achieved at or above curriculum expectation in reading, writing and mathematics. This trend is evident over time.

Achievement levels for Year 8 2018 cohort, shows that more students achieved at or above or were working towards expectation when compared to their Year 7 entry data the previous year.

Students with diverse learning or wellbeing needs are well supported through a range of initiatives and interventions. This includes using support staff, assistance from external agencies and specialists. Clear, well informed plans are developed collaboratively to support and monitor progress and learning of these students.

Information indicates that the initiative, Positive Behaviour for Learning, has had a positive impact on the learning climate and student engagement.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school has a well-considered response to those Maori and others whose learning needs acceleration. A considerable number of students who enter school at Year 7 require accelerated learning and progress to meet expected curriculum expectations. School reported data for 2018 shows that approximately half of at-risk students made accelerated progress in reading, writing and mathematics. Leaders and staff have identified that a sense of urgency is needed.

2 School conditions for equity and excellence – processes and practices

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

School leaders and trustees work cohesively and demonstrate capabilities to promote the school’s strategic goals and guide ongoing improvement. Trustees are well informed about school operation and student progress, achievement and wellbeing. They use this to make decisions for school development and resourcing.

Leadership is appropriately focused on building teacher capability. Professional learning is given priority to develop shared knowledge and consistency of schoolwide practices. School leaders support new teachers to the school using a suitable coaching and mentoring programme, improvement focused appraisal and spiral of inquiry framework.

Leadership models high levels of care and support for students, staff and whānau. School leaders have built strong relationships within and beyond the community that promote success and wellbeing for all learners. They actively participate and contribute to education networks and initiatives.

Students’ engagement in learning is enhanced through their access to and involvement in the breadth of curriculum and inclusive environment, that reflects the priority of Māori succeeding as Māori. They have access to, and experience success in, a comprehensive range academic, physical and cultural learning activities.

Students have a strong sense of belonging and connection within the school and wider community. Shared values and expectations are actively promoted and demonstrated in practice. Positive interactions foster the development of purposeful relationships between individuals, peers, teachers and the school community. Transitions into, through and beyond the school are well-considered and responsive to children and their families.

Teachers comprehensively respond to those students with additional learning and wellbeing needs. To assist these children the Special Educational Needs Coordinator knowledgeably liaises with specialist services.

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

Sound systems and processes are in place to build teacher capability, so that children’s progress and achievement improves for equity of outcome. To improve student achievement, leaders should continue the provision of professional support to build the knowledge, skills and practice of teachers to comprehensively identify and meet the many different needs of all learners. Targets need to be set for all students who need their progress and achievement accelerated.

The school has implemented a range of curriculum initiatives focused on improving outcomes for students. To achieve the desired outcomes of these initiatives the board, leaders and staff should be critical when evaluating how well changes contribute to the school’s priorities in improving the achievement for all students.

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.

4 ERO’s overall judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Rutherford Junior High School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

• pastoral care, that systematically responds to students’ needs, promotes their wellbeing and supports success
• a culture of collaboration among leaders, teachers and whānau that focuses on improving learning throughout the school
• clear direction setting for student achievement that is closely monitored.

Next steps

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

• building teacher capability to promote improved outcomes for students and raise levels of achievement
• use the wide range of data, that the school has, to support internal evaluation to identify what is working well to improve student outcomes and inform changes for further improvement.

Phillip Cowie

Director Review and Improvement Services

Central Region

20 August 2019

About the school

Findings

Relationships are positive, supportive and affirming. Students are engaged in learning. They enjoy success in sporting, artistic, cultural or leadership activities. The majority of students achieve at levels below National Standards in reading, writing and mathematics. Leaders are taking positive action to improve teaching and learning.

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?

Rutherford Junior High School is an intermediate school situated in the Whanganui suburb of Gonville. There were 95 students on the roll at the time of the review, 56 of whom identified as Māori. The roll has reduced significantly in recent years.

A new principal was appointed in term 4, 2014. Staff changes and unexpected disruption occurred during 2015. A new teaching team has been established from the start of 2016.

Schoolwide professional development programmes in literacy and mathematics have been introduced in 2016. The school has also recently started in a major Ministry of Education initiative, Positive Behaviour for Learning (PB4L) aimed at improving student engagement, learning and achievement.

2 Learning

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

The school is strengthening its processes to effectively use student achievement information to promote engagement and achievement.

Teachers use a range of nationally referenced assessment tools to gather baseline data on students. This data is collated and increasingly well analysed. It is used to identify students in need of additional support and to inform planning and teaching to meet specific needs. Regular, two weekly, tracking and monitoring meetings focus on the progress and needs of all priority learners.

The school reports that the majority of students are achieving below or well below the relevant National Standard in reading, writing and mathematics. Overall, Māori achieve at levels lower than other students in the school.

School leaders acknowledge the significant number of underachieving students and have set broad schoolwide achievement targets. They recognise the importance of continuing to focus on developing the use of student achievement information by teachers. Deeper analysis of student achievement information to clearly focus on accelerated progress should lead to setting more specific, measurable targets. Linking these targets to appraisal, professional development and strategic planning should increase the alignment of resources and accountability to improve student achievement.

Leaders and teachers are working to further enhance the consistency and reliability of moderation processes for confirming judgements against National Standards.

3 Curriculum

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

Student engagement is well supported by the school’s curriculum. School conditions in 2016 have the potential to better promote achievement.

An overarching document integrates the school’s vision with the values and key competencies of The New Zealand Curriculum. Local themes and learning contexts are widely used. Te ao Māori is embedded throughout school programmes and systems. There is an explicit literacy and mathematics focus across the curriculum. Clear guidance is provided to teachers for planning and lesson delivery to meet the needs of students.

Teachers maintain positive, supportive and affirming relationships with their students in settled and well-resourced learning environments. They are using a range of appropriate strategies to engage students in learning.

Students have many opportunities to participate, achieve and celebrate success in a wide range of academic, cultural, sporting and leadership activities.

Teachers are reflective and are regularly inquiring into ways to improve their practice. Extensive anecdotal and observational notes support their inquiry. There is an ongoing, externally facilitated, schoolwide professional development programme on effective teaching and assessment of writing and mathematics. Teachers affirm the relevance of this development and indicate it is having a positive impact on their practice to improve student outcomes.

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

The language, culture and identity of Māori students is recognised, valued and supported. Regular engagement and consultation with families and whānau has informed the development of strategic charter goals for Māori student success. Māori students have schoolwide leadership roles and responsibilities.

Teachers and leaders are using the Tātaiako: Cultural Competencies for Teachers of Māori Learners to develop their framework for culturally responsive practices. The school is participating in Te Kākahu, a Whanganui iwi educational initiative, to support Māori students’ progress and achievement.

4 Sustainable Performance

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

The school is developing its ability to sustain and improve its performance.

The board of trustees is future focused and planning for board sustainability and succession. Trustees are well informed, receiving a range of information about student achievement, activities and school operations to support resourcing decisions.

The new principal and teaching team have a shared vision for school development, supported by student-focused action plans. They work collaboratively to identify and respond to student needs. New systems, extensive professional development, regular sharing of successes and challenges support a sense of urgency to achieve equity and excellence for all students.

A well-considered pastoral care network supports student wellbeing and sense of belonging. There are effective links with a range of external agencies to further support students and their families. Sound systems are in place to support students moving into the school at Year 7. School leaders are working with contributing schools to enhance the quality and relevance of achievement information shared during transitions.

Trustees and leaders are exploring ways to better, and more regularly, engage whānau and the wider community in the life of the school. Recent student, parent and teacher conferences successfully involved most families in discussing progress and setting further goals.

There is a growing reflective culture in the school. Strengthening the internal evaluation framework by establishing and using clear outcome indicators and regularly measuring progress against them should enable leaders to determine the impact of planning, programmes and initiatives.

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

Relationships are positive, supportive and affirming. Students are engaged in learning. They enjoy success in sporting, artistic, cultural or leadership activities. The majority of students achieve at levels below National Standards in reading, writing and mathematics. Leaders are taking positive action to improve teaching and learning.

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

Joyce Gebbie

Deputy Chief Review Officer Central

24 June 2016

About the School