13A Barnard Avenue , Maraenui, Napier
View on mapRichmond School (Napier)
Richmond School (Napier) - 29/01/2019
School Context
Richmond school located in Napier has students in Years 1 to 6. At the time of this review 129 students were on the roll, with 83% identifying as Māori and 14% as Samoan.
The school’s vision of, Rich in skills - Rich in belief, is based on mana-enhancing principles and an open and caring learning environment for learners. Children are encouraged to be champions of their learning as they develop the values and key competencies of the Richmond School community. Valued outcomes for the children are encompassed in the Rich Values of Pride, Respect, Responsibility, Language and Skills.
The school’s annual achievement target is to increase the number of Māori and Samoan students achieving at expected levels of The New Zealand Curriculum in reading, writing and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
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reading, writing and mathematics
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teaching as an inquiry
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behaviour.
The school has experienced changes in board of trustees, leadership and teaching staff. A new principal started in June, 2018.
The school is a member of the Matariki Kāhui ako.
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 is yet to achieve equitable and excellent outcomes for all of its students in reading, writing and mathematics. Schoolwide reported data shows achievement is generally low. There is ongoing in-school disparity for boys in reading and mathematics with the greatest disparity in writing. Reported data for 2018 shows improvement for both boys and girls in mathematics.
Trend data over time indicates improvement in achievement for Pacific students from 2017 to 2018, in reading and mathematics.
Data for Year 6 shows that a small majority of students leave at or above expectations in reading, less than half in writing and some in mathematics.
Learners with additional needs are well identified, their needs recognised and programmes of support are in place. External resourcing and expertise supports this provision.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
Achievement data shows that there has been success in accelerating progress for individuals and some groups of students. Students who are at risk of not achieving expected levels are suitably identified, monitored and are well known to teachers and leaders.
The school is yet to define what acceleration looks like at Richmond School. Establishing a clearer picture of accelerated progress, who, where and rates, should assist staff in measuring the effectiveness of their practice and inform next steps to plan and improve outcomes for priority learners.
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?
Leaders and teachers are highly reflective and responsive to student wellbeing. A well-considered and collaborative approach to managing and sustaining the care of students is evident across the school. Students enjoy a sense of belonging and connection to the school, whānau and community. Programmes to lift expectations through Māori role models (Atua Māori), are strengths-based. Students are encouraged to draw on expectations, skills and attributes to complete tasks as active contributors in team work and to remain focused when working independently.
Teachers know their learners and successfully engage them in a curriculum customised to their interests. Strategies used assist children to engage in and be receptive to learning. Teaching practices are culturally responsive and reflect the emphasis on relationships for learning. Leadership encourages clear social expectations designed to support teaching and learning through the ‘Rich kids Pearls’.
Leadership across the school supports the focus on coherence across learning programmes. Leaders and staff work collaboratively to develop and plan for consistent practice that responds to learners. They use differentiation and a variety of strategies to respond to the identified needs of learners. Teachers value inquiry into their practice to plan worthwhile and purposeful learning opportunities.
Students have equitable learning opportunities. Students’ whakapapa, language and culture are considered, making connections to their lives and prior understanding Children across the school develop digital fluency using a range of e-learning tools, accessible to all, to enhance their learning. Technological knowledge and skill proficiency allows them to create and problem solve through a range of applications and programmes designed to extend them.through real world contexts.
Sustained community collaboration contributes to positive outcomes for students. Teachers and leaders actively identify and draw on community resources to increase students’ learning opportunities. Parents are welcomed, respected and valued as partners in their children’s learning. The school and community work together to support effective transitions at critical points of children’s educational journey.
The board of trustees is representative of the school community. They are proactive in developing networks that enable the school to extend and enrich relationships. They continue to pursue ways to further strengthen iwi, hapū, agencies and whānau learning partnerships.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The principal, board and staff give priority to establishing school conditions to enable children to engage with learning. Focus is on the wellbeing and readiness of children to learn and equitable access to the curriculum. This provides a sound platform for an innovative and strategic approach to improving students’ progress and achievement.
This deliberate approach should include:
- ensuring through induction, that teachers new to the school understand and pursue the school’s vision, values in their teaching of the school’s curriculum
- continuing to develop the curriculum, so that every student makes sufficient progress toward achieving curriculum expectations
- ongoing analysis of data schoolwide, with improved reporting of progress and achievement to provide a clearer student outcomes picture and to identify further action needed
- deepening trustees’, leaders’ and staff understanding of progress and acceleration to inform targets, practice and strategies
- providing the board with reports that clearly align to the achievement goals and present a clear impact picture
- improving the board’s capacity to scrutinise achievement information.
Overall, the capacity of the board and staff needs to be developed to evaluate the effectiveness of the school in its operation and teaching and learning, for equitable and excellent outcomes for students. Examining closely student achievement and other information should assist them in knowing what is going well and who for and what needs to change.
ERO requests that the board of trustees provide planning that shows how they are to address the above areas for improvement and against which ERO will monitor progress.
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.
Actions for compliance
Ongoing review of the policy framework to ensure procedures are in place to meet legislative requirements was still in progress at the time of ERO’s evaluation.
The board and school leaders must ensure completion and maintenance of the self-identified non-compliance in relation to:
- maintaining an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement. [National Administration Guidelines 2(b)]
4 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
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pastoral care that systematically responds to students’ needs, promotes their wellbeing and supports their learning
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a culturally responsive curriculum that makes connections to children’s language, culture and identity
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connections and relationships with whānau, the wider community, and other education organisations that promote positive outcomes for students.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
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improving outcomes for students to achieve equity for all groups within the school and raise levels of achievement overall
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the use of data from a range of sources for internal evaluation that better identifies what is working well for student learning and where improvements are needed
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improving stewardship capability to further strengthen ongoing strategic direction and decision-making.
Recommendations to other agencies
ERO recommends that the Ministry of Education and New Zealand School Trustees Association consider providing support to: focus school improvement on student achievement; and assist the board to further build stewardship capability to support this emphasis.
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
29 January 2019
About the school
Location |
Napier |
Ministry of Education profile number |
2665 |
School type |
Contributing Primary (Years 1-6) |
School roll |
129 |
Gender composition |
Female 55%, Male 45% |
Ethnic composition |
Māori 83% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
November 2018 |
Date of this report |
29 January 2019 |
Most recent ERO report(s) |
Education Review February 2016 |
Richmond School (Napier) - 01/02/2016
Findings
Students learn in culturally and digitally rich environments, in ways that support their sense of ownership, confidence and pride in learning. School leaders and teachers promote relational trust and partnerships for learning. Effective literacy programmes positively impact on student achievement. Completing current curriculum development and strengthening evaluation for improvement are next steps.
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?
Richmond School is located in Maraenui, Napier. The Years 1 to 6 students who attend the school are mostly Māori and Samoan.
During 2015, new senior leaders were appointed to the leadership team. Several staff are new to the school since the January 2013 ERO report.
The board and staff continue to emphasise, expand and equitably provide digital technologies as tools to accelerate student learning. Richmond School students present their work to a range of national and international educators.
Staff are involved in professional learning and development to develop a schoolwide system of Positive Behaviour for Learning (PB4L).
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Well-developed systems support the use of achievement information to make positive changes to learners’ engagement, progress and achievement.
Students’ health, behavioural, academic and social needs are quickly identified when they enrol at school. Those with additional needs are thoughtfully supported. A pastoral care team involves a wider network of external agencies in deliberate, well-considered and structured ways. Students learn in an environment highly conducive to their wellbeing.
The board sets strategic goals to raise the achievement of groups of students who are well below or below the National Standards expectations in reading, writing and mathematics. Reported data shows that the school has significantly improved the percentages achieving at or above the National Standards in all three areas, since 2011. In 2014, mathematics achievement approached the Ministry of Education target of 85% and writing achievement exceeded this, for all students. Māori students achieve well. The board’s focus in 2015 is appropriately on the group of Samoan students not yet achieving in relation to the Standards.
The board receives regular reports about the percentages of students meeting the Standards. The data shows clearly the achievement for gender and ethnic groups, both schoolwide and at year levels. It is not as clear how many students within the targeted groups are making the progress necessary to achieve the school's expectation for accelerated progress.
All students below the Standards have their progress tracked and monitored over time, both by individual teachers and the special educational needs coordinator (SENCO). New systems are developing to monitor student progress electronically and collate and analyse data for groups of students. This should support teachers and trustees to be clearer about expected milestones for accelerated progress.
Shared understanding has developed amongst teachers about expected assessment practice. This needs to be documented within the curriculum. Moderation of assessment judgements occurs in writing, with some reflection about overall teacher judgements happening in reading. The use of standardised testing to benchmark schoolwide achievement in reading and mathematics and to inform teacher practice is in the early stages of development.
Each teacher bases an individual teaching inquiry on two students. The targeted strategies used for these students and the subsequent progress made is very clear. Actions taken by class teachers for other students at risk are less explicit.
Reporting to parents needs further development. Reports need to show more clearly achievement and progress in relation to National Standards. They should also include statements about how parents can support their child’s progress at home.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school board and staff are developing a new curriculum. Vision and values based on Rich Kids, staff, school and community are well defined. The Rich model is embedded in classroom programmes and clearly articulated by students and staff. It positively impacts on students' perceptions of themselves as confident and capable learners.
A recently introduced literacy programme is showing very positive impacts on junior writing achievement. The introduction of the programme in other areas of the school is thoughtfully and systematically led. Programme outlines in literacy and mathematics are being written. Completing these documents and providing guidelines for other learning areas is essential and urgent. This should assist teachers to know the expected effective teaching practices to support the Rich Kids' model.
A school priority is the further development of e-learning. Technology is well-used by students at all levels of the school to appropriately support their literacy skills. All students and teachers use digital technology to create, collaborate and share learning, progress and new understandings.
In classrooms observed by ERO there were high, clear and equitable expectations for student learning and achievement. Class tones were positive and students were respectful and enthusiastic about learning. They confidently share their ideas and knowledge and celebrate their success.
The principal and staff are committed to strengthening partnerships with aiga and the Samoan community. They deliberately seek and use others' expertise to enrich the curriculum for Pacific learners. A Samoan teacher aide is recognised as a valuable resource. Students learn through their culture and show leadership and support for others. First language learning is valued and fostered.
How effectively does the school promote educational success for Māori, as Māori?
Māori students learn in an environment that supports their sense of belonging as Māori. Values of whanaungatanga, aroha and manaakitanga are embedded in practices. The school fosters close links to the nearby marae and calls on community expertise to help infuse te ao Māori into the curriculum. Students have many opportunities to strengthen their understanding of local history. The school recently hosted the Ngāti Kahungunu kapa haka festival.
Parents, whānau and community are welcomed and involved in school activities as respected and valued partners in their child’s learning.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
School leaders acknowledge and promote relational trust through respectful, interpersonal interactions. They focus on student wellbeing as the platform for student achievement. They model collaborative inquiry.
Systems and practices to support raising professional capability are developing. There are many opportunities for staff to deepen their understanding of effective curriculum, teaching and assessment practice. The model used to help teachers inquire into the effectiveness of their practice is systematic and useful. Teachers electronically record evidence of their learning and the progress target students make. They value the licence to innovate and try new teaching practices for students at risk of not achieving. The process fosters a collaborative and supportive professional climate. The next step is to more consistently monitor and measure the impacts of the actions teachers have taken.
Appraisal is being redeveloped and requires further refinement to include:
- more constructive feedback linked to teaching practice
- a system to document and summarise findings
- a more developmental model for support and appraisal of the principal.
The school has established a strong framework for their partnership with wider external agencies. Regular meetings focus clearly on supporting students and their families.
The close relationships formed with neighbouring early childhood centres eases transition for students, especially those who need additional support. Involvement in the Matariki Community of Learning is assisting students’ transition to intermediate.
A strong focus on developing positive relationships underpins parent partnership. Teachers communicate regularly with parents to share successes, challenges and suggest partnered approaches for students at risk of not achieving. Information sessions support parents to gain new knowledge and understanding of teaching approaches. The school aims to build parents’ pride and belief in their children as successful learners.
Reflective practice for improvement is well embedded. Understanding of internal evaluation as a systematic process to measure the quality of student outcomes is developing. Evaluation of the impacts of current initiatives and associated systems is a next step.
The board recognises the need to review a number of policies to more accurately reflect current 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.
Conclusion
Students learn in culturally and digitally rich environments, in ways that support their sense of ownership, confidence and pride in learning. School leaders and teachers promote relational trust and partnerships for learning. Effective literacy programmes positively impact on student achievement. Completing current curriculum development and strengthening evaluation for improvement are next steps.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
1 February 2016
School Statistics
Location |
Napier |
|
Ministry of Education profile number |
2665 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
152 |
|
Gender composition |
Male 56%, Female 44% |
|
Ethnic composition |
Māori Samoan Pākehā Other Pacific |
73% 22% 4% 1% |
Review team on site |
November 2015 |
|
Date of this report |
1 February 2016 |
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
January 2013 November 2010 February 2009 |