Levin East School

Summary

Levin East School has approximately 400 children in Years 1 to 6 and most are Māori. Additional enrolments comprise 20% Pākehā, 9% Pacific children and a growing number of diverse ethnic groups. A significant number of children have additional or high learning needs.

Since the May 2014 ERO report, there have been changes of principal. Changes to the senior leadership are ongoing. Most trustees are new to the board.

Connections with Te Iwi Muaūpoko are valued and supported. The school is a member of Taitoko Community of Learning|Kāhui Ako.

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

Student achievement data over time shows approximately two-thirds of learners, including Māori and Pacific, continue to achieve at or above in relation to the National Standards in all three areas of reading, writing and mathematics. Although some children make accelerated progress, the school recognises there is insufficient evidence of improvement over time for those achieving below National Standards.

Teachers focus on supporting targeted learners through a range of well-considered approaches. Māori children are supported to be successful learners and achieve at expectations.

Good processes and practices are in place for communication and meaningful consultation with the school community on a range of school matters and decision making. There is a considered approach to developing learning partnerships with whānau Māori.

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO. 

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

Equity and excellence

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

Targets are set to accelerate student progress in response to achievement data. Some children make accelerated progress. The school recognises there is insufficient evidence of improvement over time for those learners achieving below National Standards.

Student achievement data over time shows approximately two-thirds of children, including Māori and Pacific, continue to achieve at or above the National Standards in all three areas of reading, writing and mathematics. There is continuing disparity for boys in literacy. Pacific children demonstrated good achievement in reading in 2016.

There is a deliberate focus on supporting Māori children to be successful learners and achieve at expectations. In partnership with Muaūpoko iwi, the Tūinga te Koingo initiative was provided. This provides children with targeted support for learning and additional programmes that affirm their culture, language and identity, and build positive learning relationships. There is a considered approach to developing rich learning partnerships with whānau Māori.

Teachers work collaboratively to support targeted learners through a range of well-considered approaches, including:

• establishing and building on strong relationships with the student and their whānau

• providing additional strategies and tools for learning

• careful scrutiny and regular monitoring of student progress

• sharing and reflecting on teacher practice for improving student outcomes.

Further use of achievement information to promote, measure and evaluate the accelerated progress of all children at risk of poor educational outcomes is a next step.

Children with additional learning needs are well provided for. Considered processes and systems support their learning, development and wellbeing. Inclusion is promoted and highly evident across the school.

The school has developed useful matrices to measure student progress and guide learning for each curriculum area. Progress in relation to National Standards is tracked by teachers and discussed in team meetings.

Moderation for writing has occurred to strengthen teachers’ judgments about achievement. A next step is to develop consistent schoolwide practice and clear systems for making valid and dependable judgments in relation to National Standards in all three areas, including regular internal and external moderation. The Progress and Consistency Tool (PaCT) is being explored by leaders to support teacher judgments. 

School conditions supporting equity and excellence

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

Children are well supported to participate positively in school life and be successful in their learning. Positive relationships facilitate children’s confidence and a strong sense of belonging. Wellbeing is an important focus, supported by effective systems and practices. Staff nurture and care for children.

There is a strong commitment to working effectively in partnership with families to promote positive outcomes for all children. Good processes and practices are in place for communication and meaningful consultation on a range of school matters and decision making. Iwi participation in curriculum and school life is welcomed, nurtured, and well established.

The school is responsive to children’s emerging needs through carefully considered curriculum initiatives. These are well supported by staff professional learning and development and appraisal.

Teachers are responsive to learners’ interests, strengths and needs. They provide meaningful learning experiences for children that connect to their world, cultural identities and prior learning. Teachers work to build children’s understanding of Muaūpokotanga and te ao Māori perspectives, including links to local, significant landmarks.

There is a strong focus on collaboration as teachers build a shared understanding of effectiveness. They share their learning and successful strategies to improve practice. Teachers’ strengths are identified and developed through a range of leadership opportunities. A comprehensive, robust and supportive appraisal process supports teacher development and capability.

Trustees represent and actively serve the school community. They foster and facilitate positive, productive partnerships with community leaders, iwi, agencies and organisations. Board practices and processes are appropriately guided by a comprehensive guidebook and strategic planning.

The board receives good information about school activities and achievements, and curriculum initiatives. Student achievement information is properly scrutinised. The board should seek better analysed data to inform decision making.

Sustainable development for equity and excellence

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

A new senior leadership team is being built. Further developing their capability and shared understanding of their role in promoting equity and excellence is part of this team building. Leaders’ focus on improving outcomes for children should include:

• deeper analysis and inquiry into data to promote equitable outcomes and evaluate the effectiveness of actions in accelerating achievement

• a greater understanding of and systematic approach to inquiry and internal evaluation to evaluate the effectiveness of initiatives and inform decision making

• monitoring and promoting of coherent and consistent practice schoolwide. This should include the development of appropriate procedures to guide health and safety practices. 

TheNew Zealand Curriculumprinciples are embedded. There is ongoing promotion of student agency and future focus aspects of the curriculum through the use of digital tools. Staff should continue the development of curriculum by providing an overarching document to record valued outcomes for learners, guide teaching and learning and support internal evaluation.

Next steps include:

• further use of student achievement information to promote, measure and evaluate the accelerated progress of all children at risk of poor educational outcomes
• development of an overarching curriculum document to articulate valued outcomes for learners, guide teaching and learning and support internal evaluation
• fostering a cohesive approach and shared understanding of the role leaders and trustees have in promoting equity and excellence
• building understanding of and establishing a systematic approach to inquiry and internal evaluation.

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. 

Actions required

ERO identified non-compliance in relation to consultation with the community about the health curriculum. In order to address this:

the board must adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community. [Section 60B Education Act 1989; Sexuality education: a guide for principals, boards of trustees, and teachers, 2015]

To improve current practice, an immediate priority for the board of trustees is to ensure that health and safety policies align with the school’s culture, values and practices.

Going forward

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

The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and other children remains.

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated

• need to further build teacher capability to accelerate children’s learning and achievement.

The school agrees to:

• develop more targeted planning to accelerate learning for children

• monitor targeted planning, improved teaching, and children’s progress

• discuss the school’s progress with ERO.

The school has requested that ERO provide them with an internal evaluation workshop.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

22 August 2017

About the school