Springlands School

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1. Context

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

Springlands School board and staff provide a very positive, caring and inclusive environment that fosters students’ learning and wellbeing. The welcoming and friendly nature of the school has contributed to long-term family and community connections.

The shared vision of the school is central to all decisions made for students and their learning.

The environment is attractive and interesting. It has many unique features that students have been involved in designing and creating as part of their learning. The school continues to be a Green Gold Enviro School. Students and teachers are justifiably proud of this notable achievement.

The board and senior leaders have continued to sustain high-quality teaching and expectations as outlined in the December 2010 ERO report. An inquiry approach to learning is now strongly evident at all levels of the school.

2. Learning

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

Leaders and teachers make very effective use of student achievement information to engage students in meaningful learning that further enhances their achievement. They use well-developed practices that help them make accurate judgements about student achievement in reading, writing and mathematics school wide.

Students achieve very well in reading, writing and mathematics. Many students achieve at and above the National Standards compared to other schools nationally.

School leaders have developed effective systems and support programmes to help students who are not achieving well to improve their performance. The school’s achievement information is used purposefully to provide focused professional development for teachers and targeted resources for students who need additional support.

Teachers have very high expectations for student achievement and behaviour. They meet frequently to discuss student achievement and ongoing ways improve it. Students and teachers make good use of student goals to focus class programmes on what students need to learn.

Parents are well informed about student progress, particularly the parents who have children needing extra assistance. Leaders and teachers use many approaches to involve parents in their children’s learning. Celebrations for students’ learning are frequent and focused on student success in many school and community activities.

3. Curriculum

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

The curriculum is highly effective in promoting and supporting students’ learning.

The curriculum is innovative, constantly evolving and incorporates students’ interests, abilities and needs. A feature of the curriculum is its close links to the school’s vision and values for a successful learner and citizen. It includes strong bicultural components that are successfully interwoven in all learning areas. The curriculum incorporates many creative ideas from students, teachers and whānau. There is a strong focus on literacy and mathematics.

Useful guidelines and well-established systems effectively guide learning and teaching.

Teachers know their students well, are highly reflective and make appropriate changes to practices and programmes to meet identified needs. They work together to plan and share practices including the use of technologies that engage students in a variety of practical and interesting ways.

Teachers and students experience positive and meaningful relationships. Students are strongly supported to successfully manage their own behaviour, and to support and value others.

A wide range of specialist teachers provide students with opportunities to be extended, challenged and to follow their interests.

Area for review and development

The senior managers have identified, and ERO agrees, that is it time to review the school’s gifted and talented programme.

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

The school effectively promotes success for Māori learners as Māori.

Māori students are making good progress in reading, writing and mathematics. Achievement of Māori students is just below that of non-Māori with most students achieving at or above the National Standards.

Teachers include Māori protocols in staff meetings, school assemblies and classroom practices. Professional development regularly includes te reo and tikanaga Māori that teachers regularly use in their classrooms. The kapa haka is very well supported by students, and all those who are involved in the school.

Māori whānau are kept well informed. Their opinions are regularly sought and acted upon. The school maintains strong relations with the local marae which gives the school valuable support and guidance.

How effectively does the school promote educational success for Pacific students?

The school is working to improve the educational success of Pacific students. The number of Pacific students increased significantly during 2014.

Leaders and teachers are establishing better links with families and are looking at ways the Pacific culture can be integrated into the school curriculum.

Area for review and development

School leaders have identified, and ERO agrees, that the school needs to look at further ways to raise Pacific student achievement, and to further involve parents in their children's learning.

4. Sustainable Performance

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

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

The board, principal and other school leaders are focused on making ongoing improvement to student achievement and school performance. Trustees bring a good range of skills to their work. Strategic goals and plans guide the future direction of the school.

School leaders make good use of professional development and current research to continually improve student achievement, wellbeing and the quality of teaching.

Appraisal of all managers and staff is comprehensive and strongly focused on meeting the school’s vision for a successful learner, improving teaching practice and raising student achievement.

Self-review processes are well understood and used to find out what is going well and where change may be needed. Student and parent opinions are regularly sought and used to guide school improvements.

Area for review and development

To provide greater consistency in self review, some aspects could be more effective. The school needs to review and further refine some existing practices, including increasing the use of measurement indicators and findings from research.

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

Springlands School provides high-quality learning and teaching for all students. The school culture fosters students’ wellbeing and belonging. Students achieve very well in reading, writing and mathematics. The curriculum is closely linked to the school’s vision and values for a successful learner. The board, principal and senior leaders have very high expectations and provide strong governance and professional leadership.

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

Graham Randell

Deputy Chief Review Officer

Southern Region

16 March 2015

About the School

Location

Blenheim

Ministry of Education profile number

2996

School type

Contributing (Years 1 to 6)

School roll

454

Gender composition

Girls 51%

Boys 49%

Ethnic composition

NZ European/Pākehā 65%

Māori 19%

Pacific 6%

European 4%

Asian 3%

Other Ethnicities 3%

Review team on site

December 2014

Date of this report

16 March 2015

Most recent ERO reports

Education Review December 2010

Education Review December 2007

Education Review April 2005

1. The Education Review Office (ERO) Evaluation

Springlands School, a Year 1 to 6 contributing primary, is located on the western side of Blenheim. The board of trustees and school leaders, in response to community aspirations, continue to develop, implement and shape the school curriculum. Priorities in numeracy, literacy, guided inquiry and the principle of being an eco/sustainable environment underpin the Springlands School curriculum.

Trustees and school leaders work collaboratively to continually improve and sustain the school’s strong self-review practice. Student and family participation adds authenticity to self review and contributes positively to enacting and appropriately reflecting the schools vision, values and community aspirations. Ongoing improvement to the physical environment and teaching and learning are focuses.

The school’s spacious, attractive, well-maintained grounds provide a range of interesting spaces that entice children’s curiosity and interest. Ongoing initiatives such as schoolwide recycling, tāonga gifted by senior students, a Ngahere area and the orchard, herb and vegetable gardens allow students to contribute to the natural, sustainable aesthetically pleasing physical environment.

Mutually respectful relationships are evident throughout the school. Children demonstrate curiosity for and a purposeful attitude towards learning. Enthusiastic motivated students actively engage in lessons. Well-selected activities are culturally relevant, authentic and interesting. Children set goals, know how they are progressing and develop critical awareness of their next steps. Students acquire a repertoire of useful skills and knowledge conducive to successful learning.

Data from 2009 and monitoring during 2010 shows most students, including Māori students, achieve at or above national expectations in reading, writing and mathematics. Those identified as requiring additional assistance to enjoy academic success make good progress. Students who require extension or challenge are also well catered for.

Trustees and school staff embrace and endorse the strategic intent of the Ministry of Education’s plan for Māori success, Ka Hikitia. An integral aspect of the school’s curriculum is a focus on hauora and supporting students’ holistic development. Teachers are committed to inclusive practices. They respond appropriately to Pacific and Māori student achievement data and other sources of school review information. Māori and Pacific students are valued for their uniqueness and potential.

Educational leadership is focused on student learning and achievement. Trustees’ commitment to resourcing supports ongoing teacher development is successfully achieved. Teachers are highly reflective practitioners with shared understandings for best practice. Ongoing professional dialogue using student achievement data results in appropriate and timely responses to teaching and learning programmes.

Future Action

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

2. Springlands School’s Curriculum

How effectively does the curriculum of Springlands School promote student learning - engagement, progress and achievement?

School context

Since the December 2007 ERO review the then acting principal has been appointed permanently. Trustees and school leaders, in response to community aspirations continue to develop, implement and shape the school curriculum. Priorities in numeracy, literacy, guided inquiry and the principle of being an eco/sustainable environment underpin the Springlands School curriculum.

The school was recognised as a Green Gold Enviro school for their sustainability practices. Embedded in learning programmes are initiatives such as schoolwide recycling, tāonga gifted by the senior students, a Ngahere area, development of the orchard and herb and vegetable gardens. Students enthusiastically contribute to the sustainable aesthetically pleasing physical environment.

The curriculum encapsulates the notion of piki ake, where teachers, students and the school community take responsibility and step up. Kahikita (formally privilege) is the school’s value programme which links closely to the school’s vision ‘To tātou tūrangawaewae, ō tātaou wā muā, ō tātou tāngata, tō tātou painga’. These support children’s holistic development and contribute positively to partnerships for learning and to the hauora of the school.

The school’s vision is central to all decision making, an integral part of the daily lives of the Springlands school community, and encourages students and teachers to be the best that they can be. What the school describes as “A1” quality practice, ‘Ma Te Mahi Ka Ora - from hard work comes success’, is enacted in practice.

Areas of strength

  • Curriculum design and review

The school’s curriculum guiding documents provide useful frameworks to sustain effective practice and to monitor progress toward identified objectives and innovative approaches to teaching and learning. A focus on mathematics and literacy reflect national priorities and these, with inquiry learning, underpin the school curriculum. Collaboration among teachers and school managers considers national and community priorities. Self review and reporting against benchmarks, achievement targets and goals relating to school culture and student well-being, is an embedded practice.

  • Building capability and sustainable practice

Trustees and school leaders work collaboratively to continually improve and sustain the school’s strong self-review practice. Effective organisational culture, high expectations to realise the school’s vision and the well considered distributed leadership model encourages collaboration and innovative practice throughout the school. Student and family participation adds authenticity to self review and contributes positively to enacting and appropriately reflecting the school’s vision, values and community aspirations.

Educational leadership is focused on student learning and achievement. Board resourcing to support ongoing teacher development is successfully achieved through the rigorous implementation of teacher appraisal and a collegial reflection/development process that involves staff working in small groups or” triples”. Highly reflective practitioners inquire into the effectiveness of their practice on a regular basis. Shared understandings for best practice and professional dialogue, using student achievement data, enable appropriate and timely responses to teaching and learning programmes.

  • Student engagement and achievement

Agreed values are modelled by the school community, staff and students. Mutually respectful relationships are evident in the positive interactions observed between adults, students and their peers. Students demonstrate curiosity for and a purposeful attitude toward learning. They acknowledge the opportunities available to them to support their achievement and develop their interests. Leadership experiences are sought and valued by students in all aspects of school life.

Comprehensive class descriptions assist teachers to use student achievement information to determine teaching content and approach, and inform planning and grouping. The developing practice of using data to establish learning intentions and the co-construction, between teachers and students, of success criteria assists students’ understanding and contributes to the next stage of learning.

Data from 2009 and monitoring during 2010 shows most students, including Māori students, achieve at or above national expectations in reading, writing and mathematics. Students identified as requiring additional assistance to enjoy academic success make good progress. Those who require extension or challenge are also well catered for.

Enthusiastic motivated students actively engage in lessons. Well-selected activities are culturally relevant, authentic and interesting. Taking responsibility as a learner is well understood. Children set goals, know how they are progressing and develop critical awareness of their next steps to develop. Students acquire a repertoire of useful skills and knowledge conducive to successful learning.

Trustees and school staff embrace and endorse the strategic intent of the Ministry of Education’s plan for Māori success, Ka Hikitia. An integral aspect of the school’s curriculum is a focus on hauora and supporting student’s holistic development. Ka Hikitia, the school’s teaching programme, aimed at fostering positive relationships and intelligent behaviours, incorporates Māori conceptual thinking and is enacted in practice. Teachers have committed to improving their confidence in and use of te reo Māori. Te ao Māori is an integral part of students’ daily experience.

Response to the growing numbers of Pacific learners has been well considered. School leaders have developed positive relationships with the school’s Pacific community. Teachers are committed to inclusive practices. They respond appropriately to Pacific and Māori student achievement data and other sources of school review information. Māori and Pacific students are valued for their uniqueness and potential.

Areas for development and review

School leaders identify that the next step for development is for the transfer of the professional learning model in literacy (“triples”, moderation and monitoring) into other areas of teacher inquiry. ERO’s external evaluation supports this as a useful area for further progress.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Springlands School completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and ERO also checked elements of the following five areas that have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

4. Future Action

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

Kathleen Atkins

National Manager Review Services

Central Region

14 December 2010

About The School

School type

Contributing (Year 1 - 6)

Decile1

7

School roll

435

Gender composition

Girls 54%,

Boys 46%

Ethnic composition

New Zealand European/Pākehā 78%,

Māori 14%,

Pacific 4%

Other ethnic groups 4%

Review team on site

October 2010

Date of this report

14 December 2010

Previous three ERO reports

Education Review December 2007

Education Review April 2005

Accountability Review December 2001

 

14 December 2010

To the Parents and Community of Springlands School

These are the findings of the Education Review Office’s latest report on Springlands School.

Springlands School, a Year 1 to 6 contributing primary, is located on the western side of Blenheim. The board of trustees and school leaders, in response to community aspirations, continue to develop, implement and shape the school curriculum. Priorities in numeracy, literacy, guided inquiry and the principle of being an eco/sustainable environment underpin the Springlands School curriculum.

Trustees and school leaders work collaboratively to continually improve and sustain the school’s strong self-review practice. Student and family participation adds authenticity to self review and contributes positively to enacting and appropriately reflecting the schools vision, values and community aspirations. Ongoing improvement to the physical environment and teaching and learning are focuses.

The school’s spacious, attractive, well-maintained grounds provide a range of interesting spaces that entice children’s curiosity and interest. Ongoing initiatives such as schoolwide recycling, tāonga gifted by senior students, a Ngahere area and the orchard, herb and vegetable gardens allow students to contribute to the natural, sustainable aesthetically pleasing physical environment.

Mutually respectful relationships are evident throughout the school. Children demonstrate curiosity for and a purposeful attitude towards learning. Enthusiastic motivated students actively engage in lessons. Well-selected activities are culturally relevant, authentic and interesting. Children set goals, know how they are progressing and develop critical awareness of their next steps. Students acquire a repertoire of useful skills and knowledge conducive to successful learning.

Data from 2009 and monitoring during 2010 shows most students, including Māori students, achieve at or above national expectations in reading, writing and mathematics. Those identified as requiring additional assistance to enjoy academic success make good progress. Students who require extension or challenge are also well catered for.

Trustees and school staff embrace and endorse the strategic intent of the Ministry of Education’s plan for Māori success, Ka Hikitia. An integral aspect of the school’s curriculum is a focus on hauora and supporting students’ holistic development. Teachers are committed to inclusive practices. They respond appropriately to Pacific and Māori student achievement data and other sources of school review information. Māori and Pacific students are valued for their uniqueness and potential.

Educational leadership is focused on student learning and achievement. Trustees’ commitment to resourcing supports ongoing teacher development is successfully achieved. Teachers are highly reflective practitioners with shared understandings for best practice. Ongoing professional dialogue using student achievement data results in appropriate and timely responses to teaching and learning programmes.

Future Action

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

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and self review information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Kathleen Atkins

National Manager Review Services

Central Region

General Information about Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • the Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.

1 School deciles range from one to ten. Decile one schools  draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.