22 Brougham Street , Addington, Christchurch
View on mapThis Profile Report was written within 12 months of the Education Review Office and Addington Te Kura Taumatua 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
Addington Te Kura Taumatua on is on the outskirts of central Christchurch and provides education for students in Years 1 to 6. The school also shares its site with a Conductive Education Unit for Years 1 to 8. The school appointed a first-time principal in 2020. The school is an active member of the Kahukura Community of Practice, which is made up of seven surrounding schools all aiming to improve engagement and achievement for learners and whānau.
Addington Te Kura Taumatua’s strategic priorities for improving outcomes for learners are to:
ensure curriculum design and delivery is learner focused so every student can experience success as they recognise and use their strengths across the curriculum and reach their full potential, as per the mathematics development in 2021/22
keep the wellbeing and strengths of the whole child at the centre of all we do, through mana enhancing, inclusive and culturally responsive practises, as per Te Reo/Aotearoa Histories and Pacific developments for 2022
strengthen the relationships we have with our students, whānau, tangata whenua and wider community.
You can find a copy of the school’s strategic and annual plan on the website of Addington Te Kura Taumatua website.
ERO and the school are working together to evaluate the effectiveness of schoolwide evaluation practices.
The rationale for selecting this evaluation is to:
strengthen pedagogical practice to ensure equity and excellence, particularly in mathematics
improve culturally responsive practices to support Māori, Pacific, and priority learners
strengthen the ways diversity and identity are reflected in the localised curriculum
ensure assessment for learning practices and achievement information are used to inform teaching, learning and evaluation.
The school expects to see its planned interventions result in equitable outcomes for Māori and Pacific, with a particular focus on Years 4 to 6 learners.
The school can draw from the following strengths to support the school in its goal to determine the effectiveness of schoolwide evaluation practices:
an embedded sharing of effective teacher practice through collaborative practice analysis approaches and a strengths-based approach to teachers’ professional growth cycle and leadership development
strengthened culturally responsive, inclusive, and evidence-based approaches to teaching and learning that have had proven impact on learner progress, achievement, and wellbeing within the classroom
commitment to and the resourcing of professional development in quality Assessment to Learn practices and additional resourcing for Te Reo Māori and Linguistically Diverse Learners
successful partnership with the Kahukura Community of Practice.
Moving forward, the school will prioritise:
further developing teacher capability in effective teaching, assessment, and culturally responsive practices to continue to promote greater outcomes for learners, through utilising external and internal professional learning programmes
strengthening evaluation for improvement practices to promote effective teaching and differentiated learning, with a particular focus on mathematics.
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
7 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of November 2021, the Addington Te Kura Taumatua Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
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Yes
For further information please contact Addington Te Kura Taumatua 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
7 February 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Addington School’s roll at the time of this review was 228. There were 71 Māori, 21 Pacific, and 40 Asian children attending the school. The rest of the roll included children from a number of other ethnicities and children who are English Speakers of Other Languages (ESOL).
The school’s achievement information shows many examples of individual children’s progress over time. Children’s achievement in writing has continued to improve over time.
The school has responded positively to addressing most of the next steps identified in the 2012 ERO report.
The school responds effectively to promoting equitable outcomes for all children.
Children’s pastoral care needs are sensitively met to foster their wellbeing and learning. Leaders and teachers closely monitor children with learning needs and provide specific learning strategies and programmes to support their progress and achievement.
School leaders and teachers need to extend opportunities for children to have greater ownership of their own learning. They also need to further develop systems and processes for internal evaluation and strengthen the consistency of the new appraisal process.
The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.
The school responds well to Māori and other children whose learning and achievement needs acceleration.
School achievement information includes all children enrolled at the school, including those children who participate in the Conductive Education programme. Children achieve best in writing. More than half of Māori children achieve at or above the National Standards in reading, writing and mathematics.
The school’s achievement information shows many children making accelerated progress. In 2016 children in the mathematics target group made significant progress. In-school disparity has been identified and teachers have implemented processes and practices to address this.
Teachers benefit from targeted professional development, which is increasing their knowledge and use of assessment information. This is helping them to make more reliable judgements about children’s levels of achievement, using a suitable range of assessment tools. School leaders could consider opportunities beyond the school to continue to strengthen moderation practices.
ERO is likely to carry out the next review in 3 years.
The school has a range of effective processes for enabling achievement of equity and excellence.
School leaders and trustees plan strategically and are solution focused. They place high priority on providing equitable learning and achievement opportunities for all children.
The school’s shared vision and values are purposefully integrated in processes, key documentation and practices across the school. They are well known by children and used effectively to build their sense of identity and confidence as learners. Teachers provide children with meaningful learning opportunities in which Māori perspectives and values are carefully considered.
The board, leaders and staff have a holistic approach to building children’s sense of belonging, progress and achievement that is underpinned by Māori concepts of wellbeing. Diversity and difference are valued and are an integral part of the inclusive culture, providing children with a strong sense of belonging. There is an intentional emphasis on promoting positive behaviour and attitudes to foster children’s learning. Their pastoral care needs are well provided for in a variety of sensitive ways.
Leaders and teachers ensure equity and excellence by identifying, monitoring and tracking those children at risk of not achieving. Specific strategies and programmes are identified to support these learners. There are a number of children who receive additional in-class support and targeted oral language development.
School leaders have high expectations for learning and teaching. They work collaboratively with teachers and provide specific feedback to increase understandings of best teaching practice.
School staff establish responsive and respectful relationships with children, families and staff. They have extensive cultural networks within the community and are actively involved in the local Kahukura cluster of collaborative schools. This is enabling the sharing of best practices and expertise to ensure positive outcomes for children and their whānau.
The school has a broad range of processes to achieve equity and excellence. A number of positive initiatives have been introduced and are still being integrated into school practices.
Senior leaders now need to develop:
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:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
Children are progressing well and have a sense of belonging. The school demonstrates strong progress toward 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.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
29 June 2017
|
Location |
Christchurch |
|
Ministry of Education profile number |
3271 |
|
School type |
Contributing |
|
School roll |
228 |
|
Gender composition |
Girls 51% Boys 49% |
|
Ethnic composition |
Māori 31% |
|
Provision of Māori medium education |
No |
|
Review team on site |
March 2017 |
|
Date of this report |
29 June 2017 |
|
Most recent ERO reports |
Education Review October 2012 |