Hampden Street 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

Hampden Street School in Nelson provides education for students from Years 1 to 6. The school’s values are Strive for success; Take the initiative; Actively collaborate; Respond creatively; and Show empathy (STARS). The school is a member of Nelson City Kāhui Ako.

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.

Part C: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Previous Improvement Goals

Since the previous ERO report in August 2022, ERO and the school have worked together to evaluate the development of a culturally responsive literacy pathway from New Entrants to Year 6, that places learners at the centre.

Expected Improvements and Findings

The school expected to see:

Teachers effectively weaving a culturally responsive pedagogy (teaching practice) of relationships through literacy teaching, that benefits learning and wellbeing for all.

• Achievement data shows that almost all learners achieve at or above expected curriculum levels in reading, and most achieve at or above curriculum expectations for writing.
• The proportion of learners achieving beyond curriculum level expectations for reading has increased noticeably for those leaving at the end of Year 6.
• Whole-school professional development has grown a staff culture of respect for the school’s diverse communities and fostered stronger home-school relationships focused on learner success.

The school actively engaging with whānau in learning partnerships, that promote valued learner outcomes.

• Leaders and teachers now provide regular opportunities for whānau and parents to learn about the school’s approach to teaching reading and writing, in face-to-face workshops and via on-line videos and guides.
• The parent community provide thorough feedback to school leaders about their perspectives on teaching and learning through in-depth targeted surveys, informing decision making.
• Leaders have connected with iwi and their local education plan so that iwi aspirations for Māori learners and their whānau are woven through teaching and learning approaches.

Other Findings

During the evaluation, a designated literacy leader position was initiated to monitor and further coordinate improvements and create a guideline that outlines progressive literacy learning practices from Years 1 to 6.

The greatest shift that occurred in response to the school’s action was the development of a strengthened, formalised approach to internal evaluation for improvement.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• Learners are well supported to make sufficient progress over time, so that by the end of Year 6 almost all achieve at or above curriculum expectations in reading, writing and mathematics.
• Most Māori learners achieve at curriculum level expectations for reading, writing and mathematics; there is scope for leaders and teachers to continue to support greater equity for Māori progress, achievement and attendance.
• The school’s STARS values are embedded in the culture of the school; wellbeing surveys identify learners’ strong sense of belonging and enjoyment of learning opportunities.
• A large majority of learners attend regularly, and the school is meeting the current Ministry of Education target for regular attendance.

Conditions to support learner success

• Leadership decisions are collaborative and strongly informed by evaluation, data analysis and feedback; planned actions respond to learner strengths and needs and align with whānau and family aspirations.
• Changes to leadership structures and systems are purposeful, honing the quality of teaching with greater consistency and effectiveness for enhanced learner achievement and wellbeing.
• Leaders make well-considered links between the vision, STARS values and curriculum to promote clarity of purpose for staff and to inform the community about current teaching and learning approaches.

• Teachers benefit from leaders observing classroom practice and giving increasingly explicit feedback and professional support, tailored to continuous improvement in outcomes for learners. 
• Targeted professional development for staff supports the development of consistent assessment, and structured teaching and learning approaches for reading and writing within each syndicate.
• The curriculum is strongly informed by local histories and environment, and relationships with local iwi; inclusive practices foster a culture of respect for mana whenua and mātauranga Māori.

• A digital platform supports whānau and parents to engage with learners and teachers during current learning, and to view and discuss progress over time.
• A productive collaboration between families, teachers, learning-support staff and dedicated coordinator ensures learners with additional and complex needs receive appropriate support.
• The board demonstrates effective governance and works closely with the fundraising committee to ensure that teaching programmes are well-resourced to benefit wellbeing and learning.
• Clear communication and active collaboration with parents and whānau support partnerships for learning that strongly prioritise and celebrate learner success.

Part C: Where to next?

The agreed next steps for the school are to: 

• continue to develop and refine the school’s curriculum guidelines for reading, writing and mathematics delivery, with progressive teaching and learning expectations
• further refine and embed formalised processes for observations and feedback to strengthen the responsiveness of teaching and produce equitable achievement outcomes for groups of learners
• consult purposefully with whānau Māori to discuss ideas that strengthen learner engagement
• further adapt teaching strategies and develop sensory spaces to accommodate growing numbers of students with high and complex needs.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• leaders will consult with whānau Māori to discuss attendance and achievement goals in partnership
• all teachers will work toward their professional practice next steps, based on observations and feedback from leaders as part of their professional growth cycle
• all staff will continue to extend their knowledge and understanding of diverse learners’ strengths and needs
• curriculum leaders will continue to develop and consult on teaching and learning guidelines with staff and embed practice expectations into day-to-day teaching and learning experiences.

Annually:

• gather and respond to learner, staff and community survey feedback, including for cultural aspirations and perspectives
• review the impact of teachers’ professional development on learner outcomes, to inform goal setting and strategic targets
• formally evaluate the effectiveness of new teaching and learning approaches to further refine systems and structures that support improved practices
• report to the board and community about the types and impacts of initiatives implemented for strengthened learner outcomes to enhance equity for Māori learners.

Actions taken against these next steps are expected to result in:

• more students attending regularly, progressing and achieving success in reading, writing and mathematics in line with curriculum expectations
• leaders and staff collaborating to discuss the impact of refined teaching practices on learner success and wellbeing and adapt practices accordingly
• a curriculum clearly defining expectations for progressive teaching from Years 1 to 6 in reading, writing and mathematics, reflecting local contexts for learning and community aspirations
• sustained high levels of achievement and ongoing improvements to attendance.

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

30 October 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

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Hampden Street 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 Hampden Street 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

30 October 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