Redwood Street , Seddon
View on mapTēnā 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.
Seddon School is located in Marlborough and provides education for students in Years 1 to 8. The school values of the VINES - Versatility, Integrity, Nurturing, Enterprise and Sustainability underpin the curriculum and life of the school.
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.
Since the previous ERO report of August 2022, ERO and the school have worked together to evaluate the effectiveness of the localised curriculum.
The school expected to see:
Improved academic outcomes for Māori students.
A strengthening of partnerships with parents, whānau and community.
Strengthening of curriculum provision.
The greatest shift that occurred in response to the school’s action was the significant improvement in achievement and wellbeing outcomes for Māori students.
The following findings are to inform the school’s future priorities for improvement.
| Most students are engaged, make good progress and achieve well. |
| Collaborative leadership sets and actively pursues evidence-based improvement goals. |
| Teaching and learning are increasingly responsive to students’ languages, cultures and identities. |
| Key organisational conditions that support student achievement and wellbeing are well embedded. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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
2 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of April 2024, the Seddon School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Seddon School, 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
2 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 14 months of the Education Review Office and Seddon 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
Seddon School is a full primary school situated in the township of Seddon at the base of the Awatere Valley, 25km south of Blenheim. Their vision is ‘mōku, mōu, mō te wa kei te tū, knowing ourselves, connecting with others, growing towards the future’.
Seddon School’s strategic priorities for improving outcomes for learners are:
accelerate learning for all ākonga, strengthen our school’s learning values within the localised curriculum, develop the property to be fit for purpose for modern learning
strengthening teaching and leadership capability - digital fluency, distributed leadership capability, culturally responsive practices, assessment practices
community, iwi and whānau engagement - engage with iwi to inform school direction
develop the school’s model of well-being, improve prosocial behaviours, extend and enhance school mentor practices.
You can find a copy of the school’s strategic and annual plan on Seddon School’s website.
ERO and the school are working together to evaluate the effectiveness of the localised curriculum.
The rationale for selecting this evaluation is:
the school wants to impact positively on progress and achievement and strengthen parity for all learners
current strategic goals include strengthening partnership with Māori to inform the school's local curriculum
a focus on enacting, in partnership, whānau aspirations for their tamariki and ensuring that the localised curriculum meets the cultural, wellbeing and learning needs of all ākonga.
The school expects to see planned changes in its approaches to partnerships and curriculum provision, resulting in higher academic outcomes for learners who are Māori, in line with the aspirations of Māori learners, whānau, hapū and iwi.
The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness of the localised curriculum.
A well-established plan that clarifies action and provides indicators of success.
Leadership that works collaboratively, in partnership with the community and is focused on pursuing the school vision, goals and targets for equity and excellence for all learners.
An inclusive culture with embedded vision and values that support the wellbeing of all learners.
Moving forward, the school will prioritise:
strengthening partnerships with whānau, hapū and iwi
ensuring parity of learning outcomes for all learners.
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
1 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of July 2021, the Seddon School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Seddon School Board of Trustees.
The next Board of Trustees 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
1 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
At the time of this review, Seddon School roll was 124, including 10 Māori children.
The school has maintained very good levels of student achievement against the National Standards in reading, writing and mathematics from 2013-2016.
Since the 2013 ERO review the school has experienced two major earthquakes. During this time the school has been well supported by the Ministry of Education and the local and Marlborough communities. This has enabled leaders and staff to maintain a strong focus on raising student achievement and the wellbeing of the children and their families.
Following the earthquakes staff recruitment has been a challenge. During 2016 the deputy principal (DP) responsibilities were shared among staff. A new DP was appointed at the beginning of 2017. The principal has been at the school for a number of years. The board is a mix of long-serving and recently-appointed trustees, many of whom have a long association with the region.
The school responded positively to the previous ERO report and has continued to build closer relationships with Māori families and Ngāi Tahu. The board, principal and staff have further refined their internal review practices. However, evaluating the impact of outcomes of the evaluations remains an area for further development.
The school is a member of the Piritahi Kāhui Ako | Community of Learning (CoL).
The school is strongly focused on providing equitable outcomes for all children, particularly those whose achievement needs acceleration.
The school has well-defined values and high expectations for children’s achievement and wellbeing. These are at the forefront of all decision making and are well integrated into the school curriculum and key school documents.
School achievement information is well analysed and used. Programmes for children who need their progress accelerated are thoroughly evaluated. Successful initiatives are well resourced to accelerate the progress of other children with similar needs.
Children are achieving well. The school demonstrates strong progress towards achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
ERO is likely to carry out the next review in three years.
The school responds very effectively to Māori and other children whose learning and achievement need acceleration.
The majority of children achieve very well in the National Standards in reading, writing and mathematics. Leaders and teachers have made good progress addressing disparity for boys in their writing achievement over time. Interventions are in place to address disparity for the children whose learning needs acceleration.
Children’s progress and wellbeing is closely monitored and reported to the board. Leaders complete detailed analysis of children’s progress and identify the interventions that have most effectively accelerated student progress and achievement.
The school has a good range of internal assessment practices. School leaders have identified and ERO agrees that moderation is an area for further development. During 2017 the teachers plan to use a national evaluation tool to improve the consistency of their judgements. They are also working with colleagues from other schools in the CoL to improve consistency across schools.
The school has a number of effective processes to support equity and excellence.
The school has well-defined values and high expectations for children’s achievement and wellbeing. These values and expectations are effectively integrated into all levels of decision making, documentation and school life. The board places high priority on achieving the school’s vision and values when allocating resources. Comprehensive leaders’ reports closely monitor achievement of school goals.
Leaders and teachers have an in-depth knowledge of each child and share responsibility for the achievement and wellbeing of all children. Children learn to work collaboratively. They support and care for each other. Tuakana teina is strong. Teachers are proactive in the ways they engage with families and involve them in decisions about their children’s learning. Parents, whanau and the community are welcomed and involved in school activities. Leaders and teachers make considerable efforts to ensure parents are valued as partners in their children’s learning.
Children benefit from very high levels of community support. These partnerships have helped to reduce barriers to learning and ensure that all children have equal access to the school’s rich and comprehensive curriculum.
Leaders are strongly focused on improving learning and teaching. They set and relentlessly pursue the goals and targets that relate to accelerating children’s progress and achievement. Leaders support teachers to engage in systematic, evidence-informed professional inquiry to improve outcomes for children. A high quality staff appraisal process promotes improved teaching practices. This is well linked to professional development and the school’s vision for a successful learner.
Involvement in the CoL is a catalyst for change and ongoing school improvement. Growing interschool professional partnerships and access to high quality professional development are helping to ensure all children benefit from the collective knowledge and expertise within the CoL.
The school has a number of useful systems and processes in place. These need to be further enhanced by improving internal evaluation, student agency and school moderation processes.
The school’s internal evaluation processes need to be reviewed and extended to increase the ways information is collected and to track the impact or outcomes of the evaluations.
The school needs to clearly document and regularly review the processes for moderation of overall teacher judgements for the National Standards. This is likely to further promoting consistency and accuracy in assessment decisions and processes.
The board, leaders and staff need to continue to build teachers’ capacity so that children take more responsibility for their learning. Particular attention should be given to promoting more in-depth involvement by children in curriculum decisions.
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:
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.
Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
Agreed next steps are to:
strengthen internal evaluation to focus more on the outcomes of the evaluation, for learning and teaching
improve moderation documentation systems and processes
increase student involvement in decisions about their learning, progress and the curriculum.
ERO is likely to carry out the next review in three years.
Dr Lesley Patterson
Deputy Chief Review Officer - Southern (Te Waipounamu)
30 August 2017
|
Location |
Marlborough |
|
Ministry of Education profile number |
2988 |
|
School type |
Full Primary |
|
School roll |
124 |
|
Gender composition |
Boys 60% : Girls 40% |
|
Ethnic composition |
Pākehā 84% Māori 9% Pacific 2% Other 5% |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2017 |
|
Date of this report |
30 August 2017 |
|
Most recent ERO reports |
Education Review July 2013 Education Review December 2010 Supplementary Review October 2008 |