Weber School

School Context

Weber School is located in the Southern Hawkes Bay, east of Dannevirke. It caters for 65 students in Years 1 to 8, including 14 Māori learners.

The school’s vision is to provide intelligent learning in a caring environment. Guiding values seek to provide a firm educational foundation for enabling lifelong learning. Shared values include: striving for success, learning and respect. Development of Learning Power Dispositions fosters resilience, resourcefulness, reflectiveness and reciprocity.

Annual aims for 2018 are to accelerate the learning of identified students so that they meet or exceed expectations in reading, writing and mathematics; and for all Year 1 students to progress well.

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

In 2018, professional learning and development (PLD) is in relation to the teaching of writing.

The school has had significant changes in personnel, including the appointment of a principal in 2016 and changes to the board.

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?

Reported achievement information in reading, writing and mathematics shows the majority of students achieve well. Addressing in-school disparity for boys and raising achievement overall are identified as ongoing priorities.

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

Students targeted in 2017, inclusive of Māori learners and boys, showed useful levels of accelerated achievement in reading and mathematics. The number of students achieving acceleration in writing was lower.

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?

The school curriculum provides students with sufficient opportunities to learn. Achievement in literacy and mathematics is prioritised. Rich learning topics promote knowledge and skills in a wide range of contributing subjects. Learning contexts are carefully chosen to acknowledge the setting of the school and meaningfully promote the inclusion of parents and the school community. Digital technologies are readily accessed.

Leaders and teachers promote the shared school values for positive participation in learning and wider school life. Students demonstrate positive relationships with peers and staff. Student leadership is valued to contribute to school culture. Information gathered from students about their wellbeing is beginning to be used more comprehensively. Increasingly, staff and trustees are gauging student satisfaction and using evaluation to consider the conditions and practices that foster engagement and inclusion.

The learning needs of individual students are well supported. Improved use of assessment supports better identification, targeting and matching of teaching to needs. Individual education planning for learners with more complex requirements is comprehensive. Accessing relevant external agencies and specialists, supports teachers to address specific needs. Achievement reporting to trustees and parents ensures relevant information is provided about the progress and achievement of individuals and targeted groups of students.

The school is strengthening assessment and curriculum practice to effectively accelerate the learning and achievement of Māori and other students. Improved assessment practice has strengthened the reliability of data and the accuracy of information reported to trustees, parents and whānau.

Improvement processes are deliberate and collaborative. The principal, trustees and staff seek to build on successful practices and manage changes to strengthen outcomes for students and families. The board has engaged with the community to redevelop strategic goals and shared curriculum priorities. Resourcing decisions support trustees’ focus on promoting positive outcomes for students. PLD for teachers and additional staffing reflect achievement and curriculum priorities. Collaborative teacher inquiry, an evaluation framework and a revised appraisal process have been implemented. These aim to build a shared understanding of effective practices and strategies and their impacts on student outcomes.

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

ERO’s evaluation confirms the school’s areas for further development to build on current strengths and support achievement of equity and excellence for all students.

Targeting of responses for learners should be strengthened by refinement of assessment practice. This should also contribute to improving evaluation of how well outcomes for students are resulting from these responses.

Developing and documenting shared learning approaches should assist teachers to meet the school’s curriculum priorities. A comprehensive response across the curriculum is also needed to ensure that it reflects Māori learners’ culture, language and identity.

Processes for ongoing school improvement should be strengthened by including within plans clear indicators of expected outcomes. This should provide a better basis for determining how well improvement is being achieved and where further action is needed, through use of the recently introduced inquiry and evaluation frameworks. Continued participation of trustees in planned PLD should maintain and extend effective school governance and stewardship by the board.

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.

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• use the review of their complaints procedure to document relevant changes.

4 Going forward

Key strengths of the school

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

• improved assessment processes and practices that support acceleration of learning and achievement for students

• the enacted curriculum that provides access to a wide range of experiences and learning tools to promote students’ learning

• a clear focus by staff in fostering the school values and building the purposeful engagement of students in their learning

• collaborative approaches to change management that are clearly focused on equity and excellence for students, parents and whānau.

Next steps

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

• ongoing improvement to assessment practice to inform decisions for teaching and learning

• revising and documenting the school curriculum, supported by building culturally responsive practice and partnerships with Māori whānau

• continued strengthening of the knowledge and professional capability of trustees and teachers through involvement in PLD

• defining and including outcome indicators in improvement plans to provide a clear basis for inquiry and evaluation.

ERO’s next external evaluation process and timing

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

25 June 2018

About the school

Location	Dannevirke
Ministry of Education profile number	2732
School type	Full Primary (Years 1 to 8)
School roll	65
Gender composition	Male 35, Female 30
Ethnic composition	Māori 14 Pākehā 50 Other ethnic groups 1
Students with Ongoing Resourcing Funding (ORS)	No
Provision of Māori medium education	No
Review team on site	May 2018
Date of this report	25 June 2018
Most recent ERO report(s)	Education Review, June 2015 Education Review, May 2012 Education Review, December 2008

Findings

Trustees, the principal and teachers effectively use assessment information to make positive changes to learners’ engagement and achievement. The curriculum is very effective at promoting and supporting student learning. Families and whānau are valued as partners in their children’s learning. The school is well placed to sustain and improve its performance.

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?

Weber School is located in Southern Hawkes Bay and caters for students in Years 1 to 8. The roll of 65, includes 13 students who identify as Māori. Since the May 2012 ERO report, the roll has increased and redevelopment of the school site has started.

Students are encouraged to become leaders and contributors to events in the school. Their success is regularly celebrated.

The principal, teachers and trustees support students to be engaged and successful lifelong learners. Students, staff, families and whānau have a strong commitment to the school. Specific programmes respond to students’ emotional, social and academic needs.

The school continues to have a positive reporting history with ERO.

2 Learning

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

The school effectively uses assessment information to make positive changes to learners’ engagement, progress and achievement. Teachers use data to plan and respond to students' strengths, needs and next learning steps.

Student progress is well tracked and monitored. Teachers use a good range of assessments to identify students’ learning goals in reading, writing and mathematics, and other areas of the curriculum. The principal’s comprehensive reports ensure the board is well informed about student progress in relation to achievement targets. Trustees use the information to make decisions about resourcing to benefit all students.

Information reported at the end of 2014 shows that the majority of students achieve at or above the National Standards in reading, writing and mathematics. Māori students achieve at the same levels as their peers.

Parents and whānau receive regular and useful information about their children’s progress and achievement in relation to the National Standards. Three-way conferences discuss student goal setting and help identify ways for families to contribute to their child’s learning at home.

Classrooms have a settled and purposeful atmosphere. Students are very well supported to be independent and informed about what they are learning. They enjoy the inquiry approach used across a wide range of curriculum areas.

Students with additional learning needs are well catered for in classroom programmes with assistance from external agencies.

3 Curriculum

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

The Weber School curriculum is very effective at promoting and supporting student learning. Clear expectations are in place to guide the implementation of programmes. There is an appropriate emphasis on literacy and numeracy and the integration of other learning areas. Making links to the principles of The New Zealand Curriculum (NZC) at the front of the school’s curriculum should strengthen its connection with this key document.

Students participate in and enjoy a wide range of rich and authentic learning experiences that involve them in local environment projects and the community.

‘Learning Power Muscles and Learning Dispositions’ are an integral part of the curriculum. They are aligned to the school’s values and NZC key competencies. This approach encourages students to develop a rich kete of skills, knowledge and strategies they can use in any learning.

Teachers have used assessment data and professional learning with an external provider to review oral language programmes. The evaluation resulted in staff thinking about practices that would change their oral language teaching strategies. The changes are contributing to an improvement in students’ writing.

Trustees and staff are exploring ways to diversify the use of digital technologies as part of future-focused student learning.

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

Since the previous ERO report there has been a significant increase in the number of Māori students attending the school. In response, the principal and staff are considering different ways to support Māori students’ success. The school has identified, and ERO agrees, there is a need to increase teachers’ knowledge and skills in relation to te reo me ngā tikanga Māori. Staff are actively engaging with iwi and whānau in the community to support this development.

The integrated curriculum enables opportunities for students to learn about New Zealand’s bicultural heritage. Māori students are leaders in the school and participants in a diverse range of activities in the community.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance.

Trustees know their roles and responsibilities very well. They participate in training as needed. The board have been fully involved in the development of the school’s charter. They have a plan for strategic, policy and emerging reviews. Trustees use assessment information to ask questions and track students’ progress against charter aims and targets.

The charter sets priorities for raising student achievement, fostering community partnerships and enriching the curriculum. Including expected outcomes in the annual plan should further strengthen it as a review document.

School reviews focus on improvement. Data, parent information evenings and input from multiple perspectives are sought and responded to.

The principal leads in a considered and collaborative way. Staff are a collegial and cohesive team. Teachers think about, and share with each other, practices likely to improve students’ engagement and progress.

Appraisal is linked to school goals and achievement targets. The process provides teachers with useful feedback and questions to reflect on the impact of their teaching on student learning. Student assessment data is used to identify professional learning needs for teachers and the principal.

The school has identified the importance of learning partnerships with families and whānau as a strategic goal. There is a strong emphasis on fostering community relationships through the curriculum and conversations about students’ progress and achievement. Parents are valued as contributors to programmes and activities.

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

Trustees, the principal and teachers effectively use assessment information to make positive changes to learners’ engagement and achievement. The curriculum is very effective at promoting and supporting student learning. Families and whānau are valued as partners in their children’s learning. The school is well placed to sustain and improve its performance.

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

Joyce Gebbie

Deputy Chief Review Officer Central

15 June 2015

About the School

Location	Dannevirke
Ministry of Education profile number	2732
School type	Full Primary (Years 1 to 8)
School roll	65
Gender composition	Male 34, Female 31
Ethnic composition	Māori Pākehā	13 52
Review team on site	April 2015
Date of this report	15 June 2015
Most recent ERO report(s)	Education Review Education Review Education Review	May 2012 December 2008 April 2005