59 Burnham Street, Seatoun, Wellington
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Seatoun School
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Seatoun School is located in Wellington and provides education for students in Years 1 to 8. The school reflects Seatoun’s multicultural and international community. The school’s values of manaakitanga, perseverance, responsibility and akoranga (learning) reflect the community’s vision of ‘learning to know, to do, to live and to be.’
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of August 2022, ERO and the school worked together to evaluate how effectively interventions and programmes enhanced and contributed to learners’ hauora and learning for continuous and sustained improvement.
Expected Improvements and Findings
The school expects to see:
Sustained and increased rates of achievement for all learners through effective learning interventions and hauora programmes.
- Well analysed achievement information shows excellent achievement at all levels of the school, with equitable outcomes for Māori and Pacific learners.
- Deliberate, targeted and responsive learning interventions resulted in accelerated progress for identified groups of learners.
Culturally responsive approaches to teacher practice and learning, and increased staff, student and whānau knowledge and understanding of te ao Māori, contribute to learners’ hauora.
- Knowledge and use of te reo Māori has increased through the school’s commitment to ongoing learning and implementation of programmes.
- The development of a rich, localised curriculum that is designed to enhance learners’ sense of belonging, knowledge and understanding.
A comprehensive hauora curriculum guides teaching and supports learners’ wellbeing.
- A thoughtfully designed hauora curriculum has been developed, trialled and in use.
- Aligned appropriate programmes responsively support learners’ hauora at all levels of the school.
Other Findings
During the course of the evaluation, the school found that the focus on wellbeing was essential for learners to enable them to access the wider curriculum at the highest level.
The greatest shift in school practices that improved learner outcomes resulted from the upskilling of staff in te reo Māori; this led to increased engagement and positive feedback from whānau.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are equitable and excellent. |
- Overall school achievement information for the past three years shows that almost all learners are meeting or exceeding curriculum expectations.
- Inclusive and responsive teaching practices and programmes of learning strongly support students with additional needs lead to improved progress.
- Learners report a strong sense of belonging and wellbeing, know that their cultures are valued and are able to confidently participate and make contributions in a range of contexts.
- Attendance for all groups of students exceeds the Ministry of Education’s attendance targets with almost all students attending school regularly.
Conditions to support learner success
Leadership fosters a school culture committed to high quality teaching, and equity and excellence in learner outcomes and hauora. |
- Leaders use a suitable range of quality evidence about learners to evaluate the implementation of strategic targets.
- Leaders and teachers collaboratively plan well-aligned next steps to improve learners’ achievement and hauora.
- Excellent and equitable student outcomes are fostered through high quality professional leadership practices that continuously improve teaching.
Evidence-based and culturally responsive teaching practices provide students with purposeful and engaging learning opportunities. |
- Teachers work collaboratively to deliver high quality learning programmes that challenge and get students to apply new knowledge in a range of innovative ways.
- Well targeted schoolwide professional learning and development deepens teachers’ knowledge, strengthens practice and improves students’ outcomes.
- Teachers meaningfully demonstrate commitment to Te Tiriti o Waitangi by purposefully integrating te reo Māori, tikanga and mātauranga Māori throughout the curriculum to improve learning outcomes.
Planning for improvement is well informed by evidence and in partnership with the school’s community. |
- The board effectively represents and works strategically with the school community, including mana whenua, to collaboratively establish improvement priorities for student achievement and hauora.
- Leaders and teachers draw on community resources to effectively develop a rich local curriculum to support and improve learners’ outcomes.
- Parents and whānau are respected partners in learning; they are well informed and provided with many opportunities to support and actively collaborate in their child’s learning.
Part C: Where to next?
The agreed next steps for the school are to:
- plan and implement a schoolwide professional learning focus on sustaining high levels of student engagement and achievement in writing
- implement a responsive literacy support programme for students from Years 3 to 8
- continue to strengthen student use of te reo Māori, tikanga Māori and mātauranga Māori learning across the school with a focus on increasing student and teacher capability.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- develop an implementation plan to guide teacher professional learning focused on further strengthening student engagement, achievement and accelerated progress in writing
- undertake a review of literacy in the middle and senior school; prioritise and plan for students who require broad learning support
- review the delivery of te reo, tikanga Māori and mātauranga Māori learning across the school; develop a plan that will continue to strengthen and sustain the capability of staff and students.
Every six months:
- review professional practice through teachers’ observation and learner outcomes in writing to analyse and report progress and planned future actions to the board
- monitor and report the progress of targeted groups who are receiving specialised support in both structured literacy and broader literacy interventions to their whānau and the board
- continue to measure and monitor progress with the improved use and capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori though observations and teacher and student reflections.
Annually:
- analyse and report schoolwide progress and achievement in writing, including that of identified learners; use this data to report to the board, and to strategically plan further improvement actions
- review the progress of students identified as needing literacy support; identify initiatives that have been most successful in accelerating progress and include these in strategic planning
- assess staff and students to measure capability and capacity in te reo Māori, tikanga Māori and mātauranga Māori learning across the school; review and strategically plan next steps.
Actions taken against these next steps are expected to result in:
- improved and sustained student achievement outcomes and accelerated progress in writing
- learners who confidently and successfully apply literacy strategies in their learning
- strengthened capability of staff and learners in te reo Māori, tikanga Māori and mātauranga Māori learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children.
Shelley Booysen
Director of Schools
28 August 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Seatoun School
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of March 2024, the Seatoun School Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Seatoun School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Shelley Booysen
Director of Schools
28 August 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Seatoun School
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school has recently become a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
At the time of this review there were no international students attending the school.
Shelley Booysen
Director of Schools
28 August 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Seatoun School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within eighteen months of the Education Review Office and Seatoun School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Seatoun School is located in Wellington and provides education for students in Years 0 to 8. The school reflects Seatoun’s multicultural community.
Seatoun School’s strategic priorities for improving outcomes for learners are that every student:
- is enabled to achieve highly
- experiences a safe inclusive place.
You can find a copy of the school’s strategic and annual plan on Seatoun School’s website.
ERO and the school are working together to evaluate how effectively interventions and programmes are enhancing and contributing to learners’ hauora and learning for continuous and sustained improvement.
The rationale for selecting this evaluation is:
- to enable the school to further strengthen, align and evaluate schoolwide hauora initiatives
- to increase staff knowledge, understanding and capability in te reo me ngā tikanga Māori.
The school expects to see:
- well embedded, successful wellbeing programmes so that students 'stand tall', and know that they are valued for who they are and the richness that all cultures bring
- increased staff, student and whānau knowledge and understanding of te ao Māori through the employment of deliberate and culturally responsive approaches to teacher practice and learning.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively interventions and programmes are enhancing and contributing to learners’ hauora and learning for continuous improvement:
- high levels of student achievement
- a kete of wellbeing programmes effectively supporting learners to develop resilience and maintain mental health
- staff increasingly displaying culturally responsive approaches while authentically integrating te ao Māori concepts throughout the curriculum.
Where to next?
Moving forward, the school will prioritise:
- the development of the local curriculum
- integrating and aligning all elements in our wellbeing programmes
- continuing to design and review learning programmes and interventions to maintain high levels of student achievement
- increasing staff confidence and capability in te reo Māori as learners, and as educators
- further exploring, understanding, and authentically demonstrating Māori values and concepts within our school and local community.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
30 August 2022
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Seatoun School
Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024
As of September 2021, the Seatoun School Board of Trustees has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Seatoun School Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements is due in December 2024.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
21 December 2021
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Seatoun School - 27/10/2015
Findings
Students achieve success and participate in a rich and varied curriculum that promotes their social, academic, creative and cultural strengths and interests. Leadership and governance effectively promote the school's collaboratively developed strategic priorities. Parents and whānau are highly engaged in school life and supported to actively contribute to the success of their children.
ERO is likely to carry out the next review in four-to-five years.
1. Context
What are the important features of this school that have an impact on student learning?
Seatoun School in Wellington caters for 439 students in Years 1 to 8 with 7% identifying as Māori. There is a small number of Pacific students.
Many learners and their families bring a rich cultural heritage to the school and to their learning. School personnel have strengthened the visibility and curriculum response to acknowledging these many cultures. Planned themes of learning in integrated studies and enrichment activities enable individuals to share and celebrate their unique culture and language with their peers. Extending curriculum practices further is well considered as part of the school's charter goals.
Students use highly functional learning spaces. Classrooms are well organised and inviting, displaying students' learning and inquiry. A technology centre accommodates practical learning requirements for students in Years 7 and 8 and is a valuable resource for all students to engage in design activities.
Environmental sustainability is a priority. Students develop knowledge and participate in recycling and growing food. High quality resourcing, including access to digital learning technologies and the services of a full time librarian, assists students' learning.
Relationships between adults, students and their peers are respectful and positive across the school. Students and parents contribute ideas and opinions. In a 2014 survey, parents, students and teachers were overwhelmingly positive about their school, teaching programmes and curriculum opportunities for students.
Senior leadership has generally remained consistent since the August 2011 ERO report, with appointment of a new principal in Term 2, 2015. An enrolment scheme is in place. The school has a positive ERO reporting history.
2. Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Systematic analysis and use of data at all levels of the school makes a positive difference to the engagement, learning and achievement of students.
Student entry data at five years of age shows approximately half working below age expectations in reading, writing and mathematics. Students make very good progress with the majority achieving at or above the National Standards in reading, writing and mathematics by Year 8. Effective tracking and monitoring ensures leaders and teachers know students well. They make appropriate decisions about how best to support and accelerate students' achievement.
Many Māori students achieve well. In 2014, all Pacific students achieved at or above the National Standards in reading, writing and mathematics. Monitoring, analysis and reporting for specific groups of students ensures staff access relevant information to plan and review teaching and learning.
Teachers are highly collaborative when considering needs and grouping students accordingly. Teaching is well targeted to students' next learning steps. Moderation of assessment data ensures that reporting of National Standards' information is valid and reliable.
Many students demonstrate useful knowledge of their achievement and the current purpose of learning. Goals set by individuals are well matched to their development and provide a shared focus by parents, teachers and students to support achievement.
Annual achievement targets in reading, writing and mathematics are well considered. Targets include all students working toward the National Standards and identification of those seen as benefiting from increased monitoring and tracking. Student needs are addressed through classroom teaching or participation in additional support programmes.
Parents are highly engaged in contributing to the educational success of their child and in the life of the school. Written reports to parents are comprehensive and include information about all curriculum areas. Conferences between parents and teachers during the year usefully support the development of shared goals to promote student engagement, progress and achievement. As part of ongoing review, school leaders are planning to review reporting to parents in 2016.
Trustees receive comprehensive achievement information to support their strategic and annual decision-making. Considerable resourcing, including funding of additional personnel, is used to ensure that students can access a breadth of curriculum experiences and are well supported to achieve success.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school's curriculum is highly effective in promoting students’ educational success.
A well-established vision, shared values and beliefs are reflected in practice. Four education pillars, ‘learning to know, learning to do, learning to live and learning to be’ are evident in the design of the Seatoun School curriculum.
Students experience a wide range of relevant learning opportunities. Enrichment programmes across the curriculum promote students' acquisition of cultural, creative and educational skills. Integrated learning units are delivered through an inquiry approach, assisting students to pose questions of interest and develop skills in using and presenting findings.
Review of curriculum documentation for writing is planned. Teachers are developing a revised statement to better match current practice. Review is timely and should capture changes that have occurred to assessment practice. Consideration should be given to reflecting the principles and intent of The New Zealand Curriculum.
Students access a suitable range of digital technologies to assist their learning. In 2016, the school plans for students in Years 7 and 8 to bring their own device to support their learning.
Senior students enthusiastically participate in leadership roles. These are valued and contribute to the development of individual competencies as students undertake responsibilities in and around the school.
Students are engaged and learning well. School leaders and teachers have shared beliefs and expectations for teaching and learning. Leaders know teacher strengths and areas for ongoing development.
Teachers are trialling a formal process to intentionally inquire into the effectiveness of their practice. Evaluation of this process at the end of the year will inform further changes. Leaders are currently reviewing appraisal processes and practice to provide greater rigour and support for growth and development.
School personnel actively foster student wellbeing to ensure positive learning outcomes. Learners identified with complex needs receive appropriate intervention. Individual education plans are collaboratively developed to establish specific goals to guide their development of skills and knowledge. Parent involvement contributes to shared goals that are well matched to student needs.
Close links with the school community support teaching and learning and extend curriculum opportunities. An interest-based home learning programme provides a wide range of challenges aligned to the development of students' key competencies.
Transition into and through the school, and from Year 8, is well considered and responsive. On entry, students and families familiarise themselves with the school and share expectations and aspirations. Useful information is shared as students move through the school. Senior students are well prepared for transition to secondary school.
How effectively does the school promote educational success for Māori, as Māori?
Māori students participate purposefully in all aspects of school life. They develop positive relationships with teachers and their peers. Useful links with Māori whānau contribute to school initiatives and assist curriculum development.
Teachers include relevant contexts and experiences that reflect Māori students’ culture and language, in teaching and learning. Key strategic goals focus on continuing to review and guide the curriculum, responsive to the aspirations of Māori whānau, and building on success.
To extend current practice and further strengthen the curriculum and teachers' response to Māori learners' culture, language and identity, leaders and teachers should:
- develop agreed expectations aligned to Tātaiako: Cultural Competencies for Teachers of Māori Learners
- continue to build capability and confidence to include te ao Māori through the four pillars and across the curriculum.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
Seatoun School is very well placed to sustain and continue to improve its performance through the provision of:
- effective governance practice to meet legislative requirements and community aspirations
- high expectations for educational success shared by parents, staff and students
- inclusive strategic planning that reflects a collective response to achieving agreed educational priorities
- collaborative leadership that provides clear direction matched to school and national priorities, inclusive of achieving positive educational outcomes for Māori and Pacific students, and promotion of success for all
- purposeful self-review that effectively sustains current practice and guides ongoing improvement.
In discussions with ERO, the principal and school leaders agree the next step is to continue to build evaluative practice to develop leaders' and teachers' collective knowledge about what works in promoting valued student outcomes.
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 achieve success and participate in a rich and varied curriculum that promotes their social, academic, creative and cultural strengths and interests. Leadership and governance effectively promote the school's collaboratively developed strategic priorities. Parents and whānau are highly engaged in school life and supported to actively contribute to the success of their children.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
Deputy Chief Review Officer Central
27 October 2015
About the School
Location |
Wellington |
|
Ministry of Education profile number |
2987 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
439 |
|
Gender composition |
Female 52%, Male 48% |
|
Ethnic composition |
Māori Pākehā Pacific Chinese Indian Other ethnic groups |
7% 73% 3% 3% 3% 11% |
Review team on site |
September 2015 |
|
Date of this report |
27 October 2015 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
August 2011 August 2008 October 2005 |