Main Road , Canvastown
View on mapThis Profile Report was written within 20 months of the Education Review Office and Canvastown 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
Canvastown School is located on State Highway 6, between the townships of Havelock and Rai Valley. The school provides education for students in years 1 to 8. Their vision is ‘Caring Active Achievers- Ko Ngā Kaihiwa Manaaki’.
Canvastown School’s strategic priorities for improving outcomes for learners are:
Enhance the hauora-wellbeing of ākonga-learners, kaimahi-staff- and whānau-families.
Develop and embed a local curriculum that meets the ambitions and aspirations of the community.
Strengthening partnerships in and out of school.
You can find a copy of the school’s strategic and annual plan on Canvastown School’s website.
ERO and the school are working together to evaluate communication for learning in order to strengthen understanding and ensure parity for ākonga
The rationale for selecting this evaluation is:
the school has identified student self-regulation for both wellbeing and engagement as an area for improvement in strategic planning documents
school information shows a need to continue to prioritise communication for learning to support teacher and student relationships, and to inform responsive teacher practices towards improved outcomes for all learners, in particular for those who identify as Māori.
The school expects to see a strengthening of teacher and student learning centred relationships which will impact positively on student engagement and allow for greater parity for all learners.
Students will:
participate and learn in caring, collaborative, inclusive learning environments
have effective, sufficient, and equitable opportunities to learn
experience effective, culturally responsive pedagogy which supports and promotes student learning.
The school can draw from the following strengths to support the school in its goal to strengthen communication for learning to enhance parity for ākonga:
Teachers and leaders focused on improving outcomes for all students.
Extended family-like context which creates an environment for effective learning.
Moving forward, the school will prioritise:
strengthening of learning centred relationships between students, whānau and teachers
engaging in educationally powerful relationships with the 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
4 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 May 2022, the Canvastown School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Canvastown 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
4 August 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Canvastown School is a small rural school for children in Years 1 to 8. The school has a roll of 35 children. Of these children a small number identify as Māori. There has been an increase in the number of enrolments across the school over the last 12 months. These children make up nearly a third of the roll. The school effectively supports children transferring from other schools.
The school has continued to have stable leadership and staffing since the ERO review in 2014. The school’s board of trustees has an experienced trustee as chairperson. Newer trustees have undertaken external and internal training to build their capability.
Since the 2014 review, the school’s curriculum has been fully developed and provides a strong basis forteaching and learning programmes. Between 2014 and 2016, the school has maintained and improved the very good levels of achievement in reading, writing and mathematics in relation to the National Standards.
The school is effectively responding to those Māori and other children whose learning and achievement need acceleration.
There are a number of well-established systems and processes that are effective in enabling the achievement of equity and excellence. Curriculum design, stewardship, leadership and internal evaluation are effective in improving outcomes for learners.
The school has continued to have very good levels of achievement for a high proportion of children. Most children are achieving at or above expected levels in writing, reading and mathematics. The school is working strategically to lift achievement levels of some children in mathematics.
The school is responding effectively to all children whose learning and achievement need acceleration.
Most children, including Māori, achieve very well in relation to National Standards in reading, writing and mathematics. Since 2014 there has been an upward trend in school achievement information. Those children targeted for more support make accelerated progress.
Children with additional needs are well catered for and make good progress in relation to their individualised goals. Teachers know their children well and plan appropriately to meet individual needs. Children benefit from an inclusive environment and tailored support.
The school has well-established processes for ensuring the reliability and accuracy of teachers’ judgements about achievement.The school is part of a strong cluster of rural schools who participate in across-school moderation.
There are well-embedded processes that are enabling the achievement of equity and excellence.
A strong culture of collective inquiry enables teachers to share the most effective strategies for accelerating children’s progress. Teachers are building children’s learning-to-learn capabilities. This is evident in the way children use digital devices and ICT resources.
Children’s learning benefits from a broad and localised curriculum, that takes into account their interests and life experiences. The school’s environment reflects the priority that sustainable environmental practices play in the curriculum and its enactment. This supports the provision for authentic contexts for learning, and results in high learner engagement.
The board’s core concern is children’s learning, wellbeing, achievement and progress.Progress of children with specific learning needs is closely tracked and monitored, using carefully considered assessment tasks. Tuakana-teina relationships, where older children support their younger peers with their learning, are a feature of the school’s programme.
Leadership is strongly focused on building relational trust and effective collaboration at every level of the school community. There are strong learner-focused relationships with other rural schools, the community, parents and whānau, which increase opportunities for learning and success.
The school has useful systems for internal evaluation. Through ongoing monitoring, the impact of the curriculum, school processes and practices are evaluated and continually improved over time.
Trustees are well informed about children’s progress and achievement. Systematic and informative reporting to the board allows trustees to make timely and responsive resourcing decisions that support equitable outcomes for children.
The school’s appraisal processes are robust and well aligned with the school’s strategic direction.
The school needs to continue to develop culturally responsive approaches to teaching and learning. This includes increasing the visibility of biculturalism within the curriculum and wider school environment.
Further development is needed in setting strategic goals and targets that more accurately focus on those groups that need to accelerate their progress. The school could further refine the visibility and alignment of goals and targets with those actions already being effectively undertaken by leadership and teachers.
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:
During the onsite phase of the review ERO discussed the need to update the medications policy with school leaders. The changes were made immediately.
Learners 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.
ERO is likely to carry out the next review in four-to-five years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
27 September 2017
| Location | Marlborough |
| Ministry of Education profile number | 3186 |
| School type | Full Primary ( Years 1 to 8) |
| School roll | 35 |
| Gender composition | Girls: 19 Boys: 16 |
| Ethnic composition | Pākehā: 23 Other: 12 |
| Provision of Māori medium education | No |
| Review team on site | August 2017 |
| Date of this report | 27 September 2017 |
| Most recent ERO reports | Education Review: June 2014 Education Review: May 2011 |