Stoke School

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Education institution number:
3223
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
222
Telephone:
Address:

601 Main Road, Stoke, Nelson

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School Context

Stoke School, located in Nelson, caters for children in Years 1 to 6. Of the 271 students attending, 28% are Māori and 6% are of Pacific heritage.

The school’s vision is ‘Tū iti tū tonu mai’ we are proud, humble and will keep striving. The values (STOKED - Supportive, Tutūru, One Whānau, Kaitiakitanga, Enthusiastic and Diverse) and the rules (‘Respect, Responsible, and Safety’) are highly visible in the school environment.

Since the July 2013 ERO review the school appointed a new principal in August 2018, and a new leadership team started at the beginning of 2019. A new board commenced in 2019.

Relationships-based learning is a key professional development focus within the school along with collaborative practices and coaching.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing and mathematics
  • wellbeing
  • attendance.

The school is a member of the Te Tumu Herenga Tangata Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working on, and has yet to achieve equitable and excellent outcomes for all students. Achievement data for 2019 shows that a high majority of students achieved at or above curriculum expectations in reading and mathematics, and the majority achieved these expectations in writing.

Achievement levels have fluctuated over time in reading and writing, while mathematics is showing some improvement.

The majority of Māori students achieved at or above curriculum expectations in literacy and mathematics. The achievement of Pacific students fluctuates, with the majority achieving at or above expectations in reading and mathematics. In 2019 there has been a dip in writing, with half meeting expectations.

Girls achieve more highly than boys in literacy, but lower than boys in mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school can clearly show accelerated learning for a few students in literacy and mathematics. However, over the last few years schoolwide acceleration for other students who are below curriculum expectations has not been reported. Teachers are working together to establish acceleration strategies that are successful in raising student achievement.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leaders and teachers have a strong commitment to relationships-based learning. This is supported through teachers’ professional development and coaching. Expectations for children’s ownership of learning are promoted at all levels of the school.

Bicultural practices are highly evident. Māori language, culture and identity are promoted. Te reo me te ao Māori are evident in learning contexts and the daily life of the school.

The Stoke School curriculum is clearly aligned to The New Zealand Curriculum. School documents outline expectations for teaching and an integrated approach to the learning areas. Children have a wide variety of opportunities to experience the breadth of the curriculum.

Transitions into and out of the school are effective, particularly for students with diverse needs. The school has well-developed relationships with external agencies that enhance the school’s provision for children with additional needs. Student wellbeing is a high priority.

Leadership actively promotes positive reciprocal relationships with the local community. The school value, ‘One whānau’, effectively describes how everyone works together for the benefit of the children. Community relationships are sought and valued.

Students are active, engaged participants in their learning. They work collaboratively in multilevel groups and many can articulate their learning and are aware of the next steps for improvement. Children’s ideas are valued, and their contributions supported and promoted.

The school’s strategic aims are highly relevant and provide a sound foundation for ongoing development. New trustees are involved in training to develop their knowledge and skills to support their roles.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Lifting student achievement is a priority. The identification, monitoring and tracking of all children needs increased emphasis, particularly for those who are below curriculum expectations. The ongoing progress of all children who are below expectations must be more regularly reported to trustees. Continuing with the focus on relationships-based learning, with its emphasis on effective teaching and strengthening teaching practice alongside building positive relationships, is of key importance.

Understandings of internal evaluation need development to provide feedback on the success of initiatives, including the impact of play-based learning on outcomes for children. Leaders and teachers should articulate a clear rationale for implementing changes and evaluate the impact before extending practices. They need to establish clear indicators of high quality practice, gather a range of data in relation to these, and consistently analyse and interpret the data to determine priorities for future development. This should increase opportunities for evaluation of effectiveness.

3 Board Assurance on Legal Requirements

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:

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

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Stoke School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • pastoral care of students’ wellbeing to enable engagement with the school curriculum
  • building relationships with students and their families to support learning.

Next steps

For sustained improvement and future learner success, leaders are aware that priorities for further development are in:

  • identifying effective teaching practices that raise student achievement
  • data analysis practices that are shared and clearly inform teaching and learning
  • internal evaluation that identifies successful school practices and contributes to sustainability.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

21 February 2020

About the school

Location

Nelson

Ministry of Education profile number

3223

School type

Contributing primary (Year 1-6)

School roll

269

Gender composition

Male 55%, Female 45%

Ethnic composition

Māori 28%

NZ European/Pākehā 53%

Pacific 6%

Other ethnic groups 13%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

21 February 2020

Most recent ERO report(s)

Education Review July 2013

Education Review May 2010

Education Review May 2007

1 Context

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

Stoke School, in Nelson, caters for children in Years 1 to 6. The roll includes 27% Māori students and 5% from Pacific nations.

A strong sense of honouring New Zealand’s bicultural heritage is evident in the school. Teachers and trustees place importance on inclusive practice and a culture of respect for all. Students demonstrate the school’s values and enact the catchphrase “We’re stoked!” in their sense of belonging and enthusiasm for school.

Parents, whānau and members of the community are highly involved in the life of the school. They contribute to a wide range of activities and initiatives supporting students to experience success.

Trustees and leaders have built strong community links and have successfully acquired funding for recent property developments and other initiatives. Classrooms and outdoor areas have been recently renovated.

School personnel have supported the development of an onsite playcentre to boost early childhood participation and engagement with families of preschoolers.

The board, leaders and teachers have responded well to the recommendations of the 2010 May ERO report. Professional development programmes for teachers and involvement with a Student Achievement Function Practitioner (SAFP) from the Ministry of Education have sharpened the focus of teachers and leaders on student achievement, particularly for underachieving students.

2 Learning

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

Teachers appropriately identify students who are achieving below in relation to the National Standards. A wide range of support is provided to address their learning needs. Teachers collaborate with families and external specialists to support students’ learning and holistic wellbeing. Leaders regularly monitor the progress of underachieving learners and evaluate the impact of programmes in place to support them. Evaluations show that they are effective for many of these students.

The school’s achievement information suggests that there has been some good growth in the overall percentages of students achieving at and above against the National Standards. The general achievement pattern for Māori students shows similar steady progress.

There are clear guidelines for teachers about the use of assessment. School leaders use National Standards information to report regularly to the board of trustees about student achievement and progress in literacy and mathematics. Information is analysed and target groups are clearly identified for future planning, monitoring and teaching. Teachers use assessment to inform families about their children’s achievement and progress.

Effective self review, clear strategic planning and successful school-wide initiatives promote ongoing positive engagement for students and their families. These include Positive Behaviour for Learning and SAFP-supported projects.

ERO’s evaluation found very good levels of student engagement, evidenced by:

  • positive and respectful interactions between students
  • happy, welcoming and enthusiastic student behaviours
  • positive engagement data (for example, attendance, stand-downs, consultation surveys)
  • students working purposefully in lessons
  • students who are clearly proud of their school and participate confidently in cultural activities and bicultural traditions.
Agreed priorities

ERO and leaders agree that their priorities are to continue to:

  • refine assessment analysis so that the strengths and needs of both specific students and groups of learners are always clear and can be used more effectively to inform planning
  • find ways to increase student responsibility for their learning so they are clear about what they need to learn.

3 Curriculum

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

A range of curriculum processes and practices contributes to positive learning experiences for students.

The development of the Stoke School Curriculum has been thorough and well considered. There is a sense of collective ownership with teachers, students, whānau and trustees having ongoing input into the design of the curriculum. It is flexible and provides scope for responsiveness to both the local context and student needs. Literacy and numeracy are clear priorities for teaching and learning.

Teachers use a range of effective teaching strategies to engage students and promote their learning. They are affirming, warm and respectful towards students. Teachers effectively support students to work independently and follow routines well. The school values of respect, responsibility and safety are seen and heard around the school. Strong relationships at all levels and the concepts of manākitanga and whanaungatanga are promoted, pursued and evident.

Some teachers skilfully and naturally integrate te reo Māori into classroom programmes and there is some reflection of te ao Māori around the school. Through self review teachers have recognised that they need to extend the reflection of tikanga Māori throughout the curriculum. ERO affirms this next step and teachers should continue to find ways to reflect the cultures of Pacific students and other nationalities represented in the school.

As a result of parent consultation some strong processes have been developed to support positive transitions to intermediate school.

Clear, documented guidelines support teachers to have shared curriculum understandings. Many effective processes are in place to help teachers to improve their practice. These include a robust performance management system, collaborative teacher inquiry and a range of professional learning opportunities.

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

There are strong partnerships between the school and whānau that are focused on supporting learning and student wellbeing. Māori students are full participants in all aspects of school life. Leaders, teachers and trustees are highly committed to improving achievement and success for Māori students. The school has developed effective processes for consulting appropriately with whānau.

A successful strategic focus has contributed to improved engagement for Māori students and their families. A sound foundation has been established to build teachers’ cultural awareness and competencies. Clear action plans, thorough self review and well-considered approaches should provide ongoing support for teachers and lead to improved success for Māori learners.

4 Sustainable Performance

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

Stoke School is very well placed to sustain and improve its performance. Factors promoting sustainability and capacity-building include:

  • a shared vision and collective culture of commitment to improving outcomes for all students that are supported by well-aligned plans, systems and actions
  • effective governance. The board governs strategically and reflectively. Documented guidelines support shared understanding about governance roles and responsibilities. Trustees are well informed about outcomes for students, particularly priority learners. They make good use of achievement information to set relevant improvement targets
  • positive community engagement. The principal and trustees continue to consult well with parents, whānau, students and staff
  • effective leadership. The principal is improvement-focused and leads a coordinated and collegial approach to improving outcomes for students. He has appropriately identified the need to distribute school leadership more and make good use of teachers’ strengths
  • a robust appraisal process to support teacher development and student achievement
  • the ongoing use of evaluation and self review to sustain and improve school performance.

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.

When is ERO likely to review the school again?

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

3 July 2013

About the School

Location

Stoke, Nelson

Ministry of Education profile number

3223

School type

Contributing Primary (Years 1 to 6)

School roll

196

Gender composition

Male 49%, Female 51%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Other ethnic groups

63%

27%

5%

5%

Review team on site

April 2013

Date of this report

3 July 2013

Most recent ERO reports

Education Review

Education Review

Education Review

May 2010

May 2007

September 2003