Clyde Quay School

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Education institution number:
2827
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
241
Telephone:
Address:

27 Elizabeth Street, Mount Victoria, Wellington

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Summary

There were 229 students enrolled at Clyde Quay School at the time of this external evaluation. The roll is made up of students from a wide range of ethnic groups. Nineteen identify as Māori, six as Pacific, 24 Indian and 21 Chinese, together with students from many other ethnicities. Forty-two children are English Language Learners (ELLs). Celebrating each child’s identity, language and culture to support success for Māori, Pacific and others is one of the school’s valued outcomes.

Since the 2013 ERO evaluation, there have been few staff changes, with some restructuring at the leadership level this year. Professional learning and development in 2014 focused on oral language with democratic education being the focus since 2015. The latter gives emphasis to ‘students learning anywhere, anytime, anyhow’. A relatively new board of trustees was elected in 2016.

How well is the school achieving equitable outcomes for all children?

Students achieve well at Clyde Quay School. National Standards’ data indicates overall improvement over the last four years. It shows a steady upward trend for Māori students from 2013-15, with the majority achieving above their peers in reading, writing and mathematics at the end of 2015. Māori and Pacific students make good progress over eight years. ELLs achieve well in mathematics and make very good progress over time in reading and writing.

Trustees and senior leaders are clearly focussed on achieving equitable outcomes for all students. The board and senior leaders give specific emphasis to reducing disparities. At the time of this evaluation most students achieved at or above National Standards. Strong emphasis is given to all students achieving success across the curriculum, with examples of accelerated progress in reading, writing and mathematics for some students at risk of underachievement.

School performance has been sustained over time through well-focused, embedded processes and practices. Clyde Quay addresses in-school disparity in educational outcomes.

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

Equity and excellence

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

Clyde Quay School is highly effective in responding to Māori and other children, including ELLs, whose learning and achievement need acceleration. The school’s internal evaluation information identifies specific programmes that support acceleration in literacy and numeracy. The board makes good resource provision based on this information.

Most students, including Māori and Pacific, achieve at or above National Standards with examples of acceleration over time for those below. By the end of 2015, Māori achieved above their peer groups in reading, writing and mathematics. This trend continued in 2016 for the Māori and Pacific students who had been at Clyde Quay for some time.

A good range of national assessment tools is used to support teachers to make overall judgements about students’ achievement in relation to National Standards. Moderation occurs in teaching teams, across the school and outside the school at times. This supports the validity and reliability of achievement information.

Teachers know the students well. They make good use of assessment information to identify learning needs and plan differentiated programmes. Students achieving below National Standards are included in the board’s annual targets. They are well supported by class teachers and receive additional teacher, teacher aid, peer and programme support as required. Progress is regularly monitored and teachers often seek support to adjust practice or select programmes to better meet identified needs.

Strong focus is given to all students achieving success. Celebrating each child’s identity, language and culture to support success for Māori, Pacific and others is one of the school’s valued outcomes. Te reo Māori is used naturally by the principal and teachers in school, team and class settings.

School conditions supporting equity and excellence

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

Trustees and senior leaders have an unrelenting focus on enabling achievement of equity and excellence. Well-considered processes and practices support continuous improvement in line with the vision ‘to develop students who are creative thinkers who can flourish in an interconnected world’. They include:

  • an effective board that sets high expectations. Trustees have given considerable thought to reviewing and refreshing the charter/strategic plan with input from the school community. They scrutinise achievement data and ask questions of leadership about any emerging disparities to inform resourcing decisions. Trustees are supportive of school leaders and relationships are based on trust, integrity and openness

  • strong, strategic leadership. School leaders work collaboratively to pursue the vision, goals and achievement targets to move students from below to at the National Standards in reading, writing and mathematics. They promote an inclusive, supportive environment for student learning and wellbeing. Students and families are regularly surveyed to inform school improvement

  • an effective, culturally responsive curriculum. While priority is given to literacy and numeracy, students’ participate in a wide range of learning opportunities across the curriculum. Students are encouraged to share cultural traditions and celebrations. A ‘future focused’ approach that promotes learning anytime, anywhere and anyhow has been recently introduced in senior classes. Teachers provide workshops based on identified needs and digital devices are used to assist learning. Senior students are starting to take greater responsibility for their programme planning

  • a strong focus on increasing teacher capability. Targeted professional learning and development, inquiry and research is strategically planned and supports continuous improvement

  • a consistent appraisal process that is responsive to teachers’ needs and optimises opportunities to improve their practice

  • learning partnerships with parents and whānau. The school has evidence to suggest that where these partnerships are well developed there is greater likelihood of accelerated progress

  • internal evaluation, with input from other external evaluators, that gives motivation to improve and aligns to the school’s vision and strategic goals.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Findings from the school’s internal and ERO’s external evaluation identify further developments to assist the board and school leaders to sustain equity and excellence. These include continuing to:

  • scrutinise achievement data closely to ensure any emerging disparities are addressed early

  • strengthen the appraisal process by ensuring all Practicing Teacher Criteria are included each year and that each teacher receives written feedback about their strengths and next steps

  • strengthen leadership capacity amongst and across the senior leadership team due to the recent restructure

  • develop reciprocal, learning-centred partnerships with parents and whānau, especially of those students whose achievement requires acceleration

  • review the curriculum, in partnership with the school community, in light of the recent future focused approach that encourages students to learn anywhere, anytime and anyhow.

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

  • 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. 

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

Agreed next steps are for:

  • the board to sharpen annual achievement targets with a stronger focus on acceleration for students below and above National Standards; and, develop an annual reporting schedule for school leaders against annual objectives and targets for acceleration

  • school leaders to strengthen the curriculum development plan so objectives are specific, measurable and realistic. Including success indicators is likely to help strengthen internal evaluation.

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

Joyce Gebbie

Deputy Chief Review Officer Central

6 April 2017

About the school 

Location

Wellington

Ministry of Education profile number

2827

School type

Years 1 to 8

School roll

229

Gender composition

Girls, 49% Boys, 51%

Ethnic composition

Māori 8%

Pacific 3%

Pākehā 49%

Indian 10%

Chinese 9%

Vietnamese 3%

Other ethnic groups 18%

Provision of Māori medium education

No

Review team on site

February 2017

Date of this report

6 April 2017

Most recent ERO report(s)

Education Review, February 2013

Education Review, December 2009

Education Review, October 2006

 

1 Context

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

Clyde Quay School is an inner city, full primary school located in Wellington. At the time of this ERO review the school roll was 223, with a diverse ethnic population. There is an established history of integrating te reo me ngā tikanga Māori in programmes for all students. The school has a core of long-serving staff and a positive reporting history with ERO.

This ERO review occurred early in the year. Teachers and students were coping well with some temporary relocation while earthquake strengthening of buildings was undertaken.

2 Learning

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

The school uses student achievement information effectively to review its performance. Recent reviews of written language and mathematics helped teachers further develop their knowledge and assisted them to moderate students’ progress and achievement against National Standards.

Schoolwide information shows that the majority of students achieve at or above in relation to the National Standards expectations for reading, writing and mathematics. Māori and Pacific students are achieving well, and above their peers in some areas. Girls’ achievement in literacy is better than boys. Student progress and achievement is regularly reported to parents and the board of trustees.

The board receives useful assessment data in a range of curriculum areas. This includes information about science, social science and thinking skills to enhance learning. A practical school-based rubric helps teachers monitor progress and achievement in these areas and students to self and peer assess their work.

The board makes good use of achievement information to set targets and goals for continuous improvement. Targets identify goals for students who have yet to reach National Standards expectations in reading, writing and mathematics. Teachers plan special programmes and work with families, whānau and aiga to help these students make more rapid progress towards the goals.

An inclusive culture is evident. Students with special needs and abilities are well supported. Good provision is made for English Language Learners and students with high learning and behavioural needs. These students work alongside their friends and are withdrawn for special assistance where appropriate. Teachers and families work together to support learning.

There is a culture of high expectations. Students are actively engaged in their learning and are progressing well.

Staff regularly engage in professional discussion and reflect on their teaching practice.

Self review, that includes looking closely at achievement data, helps sustain and improve the school’s performance. Through ongoing review, leaders and teachers plan to explore the best ways to help groups of students move more quickly towards achieving curriculum expectations. They aim to increase the numbers of students working at or above National Standards expectations using class programmes that align to the board’s target setting.

3 Curriculum

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

The curriculum is effective in promoting and supporting student learning. It gives strong emphasis to literacy and numeracy, and developing students as learners. Clear links to The New Zealand Curriculum are apparent. Teachers are presently reviewing the school’s curriculum to determine if it is still fit for the purpose to ‘create thinkers and celebrate diversity’.

Students experience a rich curriculum that provides them with relevant choices. They have opportunities to inquire into topics that integrate a range of curriculum areas. This supports the development of their creativity, thinking and imagination. Programmes are responsive to students’ different needs and good use is made of the wide range of resources within the inner city.

Teachers use a range of effective teaching practices to support student learning. Classroom environments are settled and interactions are positive and supportive. A sound appraisal process is implemented so teachers receive useful feedback about their teaching.

Teachers strive to continually enhance learning for all students, including high achievers.

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

Māori students are actively engaged in their learning and well supported to succeed as Māori. Their culture is valued and respected. Te ao Māori is integrated in the curriculum and visible in the environment. To support this, the majority of teachers undertake study in te reo me ngā tikanga Māori and Māori families are actively involved in the school. A part-time teacher of te reo Māori is employed to help teachers and students.

The principal is a role model for teachers, students and the wider community. She is aware of the need to continually explore options to promote educational success for Māori. This direction is well supported by the board. Māori students have opportunities to show and develop cultural leadership. An award celebrating excellence in achievement recognises academic success.

4 Sustainable Performance

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

The board is highly effective in setting direction and making decisions. Trustees bring a range of expertise to the board. They are knowledgeable about their responsibilities as governors and have a shared understanding about the school’s vision and goals. The board’s strategic plan provides clear direction over five years. Annual plans, the school’s curriculum plan and self review are well aligned to long term goals.

Trustees focus on continually improving outcomes for all students. They make appropriate provision for teachers’ professional learning and development. They receive regular and useful reports from the principal and senior managers about learning and teaching. A regular monitoring and review cycle of policies and school priorities is maintained.

Leadership is highly effective and strategic. The senior team provides knowledgeable guidance through a collaborative approach. They are united in their philosophy of inclusivity and equity for all students. The team, together with teachers, give strong focus to continually improving student learning and achievement.

Self review processes are well used within an ongoing cycle of review and development. Findings inform decision making. Leaders intend to strengthen the questions they ask and include quality indicators to guide reviews. This should further enhance the review process.

Trustees and school leaders take all reasonable steps to provide a safe and inclusive environment. There is a strong partnership between the school and its community to support and further enhance outcomes for students.

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.
When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

About the School

Location

Wellington

Ministry of Education profile number

2827

School type

Full Primary (Years 1 to 8)

School roll

223

Gender composition

Male 53%, Female 47%

Ethnic composition

NZ European/Pākehā

Chinese

NZ Māori

Indian

Other European

Samoan

Other ethnic groups

56%

13%

  9%

  6%

  5%

  3%

  8%

 

Review team on site

February 2013

Date of this report

16 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2009

October 2006

October 2003