Duvauchelle School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

School Context

Duvauchelle School is a small rural school in Banks Peninsula for students in Years 1 to 6. They learn in three classrooms which have small student numbers. At the time of the review, the school had a roll of 58 students.

The school’s vision is ‘To embrace learning, explore possibilities, realise potential and be unique’. The mission of the school is ‘Learners today...Leaders tomorrow’.

The values of the school are to display whanaungatanga, manaakitanga and kaitiakitanga.

The school’s current priorities are to:

  • increase the number of target students achieving at the appropriate curriculum level in writing and mathematics
  • equip students as 21st century learners by improving achievement through the use of e-learning tools and strategies.

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

  • student achievement in reading, writing and mathematics.

Recent changes in staffing include the appointment of a new principal in April 2019. Schoolwide professional development is focusing on mindfulness and the Ministry of Education Accelerated Learning in Literacy contract (ALL). The school has been recently refurbished.

Duvauchelle School is part of the Banks Peninsula Learning Cluster.

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?

Achievement information provided by the school during the onsite stage of the review shows that it is yet to achieve equitable outcomes for all students.

School data for 2015 to 2018 shows that most students achieve at or above expected curriculum levels. Over time, this data shows a decline in reading achievement.

Achievement information provided to ERO does not include outcomes for all groups of students each year.

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

ERO is not able to evaluate how effectively the school is accelerating learning for those Māori and other students who need this. Achievement information provided during the onsite stage of the review did not clearly identify the rate and sufficiency of accelerated progress for these students.

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?

There is a strategic approach to building relationships and enhancing wellbeing to support student learning and their sense of belonging to the school. Parent and community knowledge and resources are valued and used within the school.

Students with additional learning needs are well supported. Individual student needs are responded to through access to external resources and agencies, individual education plans and differentiated learning. Targeted resourcing by the board of trustees allows for one-to-one support for students.

Students have access to a broad and responsive curriculum. The recent re-development of the curriculum provides clearer guidelines for teaching and learning. The use of local community resources further enhances the curriculum. Students are able to learn within a range of curriculum experiences that provide opportunities for them to achieve the school’s valued outcomes and experience success in a variety of contexts.

Focused and strategically-aligned professional development has an emphasis on supporting priority learners. Professional capability and capacity is being further developed through effective use of the Banks Peninsula Learning Cluster resources. The use of staff strengths in curriculum leadership supports an increasingly collaborative teaching team who have a shared responsibility for improving outcomes for their students.

The new principal and board of trustees are focused on improving teaching and learning. They have identified and prioritised a number of actions, including engaging with training to develop governance knowledge and renew the strategic plan. The school’s policy framework has been revised and a regular review cycle is now in place.

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

Internal evaluation remains a significant area for development, as identified in the previous ERO reports of 2012 and 2015. Leaders and teachers must ensure that they develop an understanding of internal evaluation and how to use it in order to evaluate how effectively initiatives and innovations are improving outcomes for children.

Schoolwide record keeping needs to be improved so that leaders are assured that they are meeting their legal requirements and that school documentation is useful for supporting school improvement. This includes:

  • appropriate storage of board minutes, including sufficient information about the decisions the board makes, and appropriate record keeping for in-committee minutes
  • records of teachers’ appraisal, including an annual summary of progress against the teaching standards, being retained and stored onsite
  • meetings within the school being formalised to ensure agreed actions are undertaken, monitored and evaluated for effectiveness and impact on student outcomes
  • schoolwide tracking and monitoring of student progress and achievement to gain an understanding of sufficiency of progress, achievement and acceleration for all groups of students in the school.

The school is not yet making effective use of achievement data. Leaders and teachers need to continue to strengthen data management systems and processes for collecting, moderating, analysing and reporting student achievement across the curriculum. This is likely to improve the setting of goals and targets to accelerate achievement, and allow for more informed and regular reports to the board about student progress in relation to goals and targets.

The redeveloped curriculum guidelines need to be further developed to ensure clarity of expectations for teaching and learning. Guidelines that promote effective bicultural practices and teaching and learning should be prioritised as areas for development.

The new appraisal system does not meet Teacher Council requirements. Leaders must ensure that all teachers are appraised and that all Teaching Council requirements are met.

The school has not made effective progress on most of the recommendations of the previous ERO report (2015) including;

  • internal evaluation
  • teacher appraisal
  • reviewing board minutes to ensure they effectively support board decisions
  • strengthening student ownership and understanding of their learning
  • strengthening moderation practices to ensure accurate judgements on student achievement.

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 Duvauchelle 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:

  • a broad and responsive curriculum that provides many opportunities for students’ learning
  • positive relationships with parents, whānau and community.

Next steps

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

  • professional development in understanding and using internal evaluation for the board of trustees, leaders and teachers
  • formalising record keeping and storage throughout all areas of the school
  • using internal evaluation to identify the impact of initiatives and innovations on improving student outcomes
  • strengthening achievement data gathering, analysis, use and reporting
  • ensuring that robust processes are in place for the moderation of assessment practices and decision making
  • continuing to develop and embed the new curriculum document.

Actions for compliance

ERO identified non-compliance in relation to:

  • consultation with Māori
  • appraisal of teachers.

In order to address this, the board of trustees must:

  • in consultation with the school’s Māori community, develop and make known to the school’s community, policies, plans and targets for improving the progress and achievement of Māori students
    [NAG 1(e)]
  • be a good employer as defined in the State Sector Act 1988, and complied with the conditions contained in employment contracts applying to teaching and non-teaching staff.
    [NAG 3; s 77A State Sector Act].

Areas for improved compliance practice

To improve current practice, the board of trustees should ensure:

  • the school’s policy on physical restraint, as it relates to staff training, reflects current practice within the school
  • a complaints register is available and being used effectively
  • they receive regular reports on student attendance trends and patterns
  • all governance practices meet good practice requirements.

ERO recommends that the Ministry of Education and/or New Zealand School Trustees Association provide support for the school in order to bring about needed improvements in:

  • internal evaluation
  • assessment and moderation practices
  • development of the school’s curriculum.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

10 March 2020

About the school

Location

Duvauchelle, Banks Peninsula

Ministry of Education profile number

3332

School type

Contributing (Years 1 to 6)

School roll

58

Gender composition

Girls 30, Boys 28

Ethnic composition

Māori 5

NZ European/Pākehā 44

Other Ethnicities 9

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

10 March 2020

Most recent ERO report(s)

Education review October 2015

Education review May 2012

Findings

Duvauchelle School provides a welcoming and supportive environment for students and families. Te reo and tikanga Māori are well integrated into the curriculum. The school makes good use of specialist teachers and the skills of community members to extend learning opportunities. The school leaders now need to establish a programme of effective self review to know about the effectiveness of school programmes, and learning and teaching.

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

1 Context

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

Duvauchelle School is a small country school providing for students from Years 1 to 6. Parents and the wider community are actively involved in the school. Te reo and tikanga Māori are well integrated throughout the curriculum. The school environment is well used by students to work cooperatively, be creative, problem solve and care for the natural world.

Students learn in two classrooms with low numbers of students in the classroom. The board contributes funding for an additional class and specialist teachers to broaden the curriculum opportunities for learners.

The school has recently elected three new trustees. Two new teachers joined the staff in Term 3, 2015. The principal and board chairperson are experienced in their roles.

The school has made considerable progress in meeting the recommendations from the 2012 ERO review. A strategic plan has been developed and the school curriculum has been documented. The school has established closer working relationships with other schools. Internal evaluation remains an area for ongoing development.

2 Learning

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

The school is making progress in improving learners’ engagement, progress and achievement.

The principal and teachers make good use of achievement information to identify and support students who need more help with their learning. They use a wide range of assessment tools to help them make their judgements on learners' progress and achievement. Detailed analysis identifies student progress in reading, writing and mathematics.

Annual school targets identify students who are at risk of not achieving. These students are well supported in their learning. The board provides considerable resources to support a number of extra programmes and teacher-aide assistance for these students.

Area for review and development

ERO has identified that the next steps for improving learners’ engagement, progress and achievement include the principal and teachers:

  • reviewing the effectiveness of special programmes and support given to students at risk of not achieving
  • reviewing plans for supporting students to achieve the school targets
  • strengthening moderation in reading, writing and mathematics to ensure accurate judgements of student achievement against the National Standards.

3 Curriculum

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

The school is making good progress in developing and implementing a curriculum that promotes and supports student’s learning.

The school has developed some comprehensive curriculum documents. These documents provide teachers with clear direction for planning and delivering their classroom programmes, assessing student learning and helping students to continue to develop their thinking skills.

Students have a wide range of learning experiences within the school and the wider community. Curriculum specialists in Māori, French and music regularly visit the school to provide class and individual programmes. Community members share their expertise to help to ensure students have a good knowledge of their local community, including Māori and French history. Students also have many opportunities to solve problems, be creative and work collaboratively with others.

The board and teachers place a strong emphasis on student wellbeing, and respecting and caring for others. Students have good relationships with each other and their teachers. Older students are encouraged to take responsibility, show leadership and support younger students.

The school and the neighbouring preschool have established a good programme to support learners' transition to school. Teachers at the school know the preschool children well before they start school. The preschool and school teachers share important information to make transitioning easy and seamless. A well developed buddy system helps to ensure new entrants are well supported by older students prior to, and during their first weeks at school. This helps to develop and build ongoing supportive relationships.

Students achieve very well in the National Standards in reading and mathematics and less well in writing. Māori student achievement is similar to their peers.

Areas of review and development

The principal and ERO agree that the next steps for strengthening the effectiveness of the school curriculum include:

  • ensuring there is a shared understanding of the delivery of the school’s curriculum
  • strengthening student’s ownership and understanding of their achievement and learning
  • continuing to develop student involvement in decisions about their learning
  • implementing the e-learning strategy plan so it better reflects the school’s context.

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

Trustees, leaders and teachers place a strong emphasis on including te reo and tikanga Māori in the school’s curriculum and students knowing and understanding the local Māori history. This is supporting Māori students to be proud of their cultural heritage and its prominent place in the school.

Parents of Māori students are regularly consulted about their aspirations for their children. They are actively involved in the life of the school.

The principal has high expectations that teachers and students will continue to increase their knowledge in this aspect of the curriculum. Key school documents include te reo and tikanga Māori and its significance for all students, particularly Māori students. Class programmes include regular te reo and tikanga lessons.

The principal and teachers have a programme for Māori language. They now need to ensure that it builds students’ confidence and knowledge in te reo Māori as they progress through the school.

4 Sustainable Performance

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

The school is making good progress in developing systems and practices to sustain and improve its performance.

The trustees are developing a good understanding of their roles and responsibilities. They make appropriate use of training to increase their understanding, and to develop and improve school systems and practices. The board has high expectations that new trustees will be involved in training so they can participate knowledgeably in decision making.

The trustees and principal, in consultation with the community have developed a useful strategic plan. This plan provides good direction for the future development of the school, and is well linked to learning and teaching. The strategic plan clearly identifies what is important for students’ learning and wellbeing in this community and what needs to happen for these goals to be achieved. There are some links between teacher appraisal goals and those in the strategic plan.

Parents and members of the wider community are very involved in the life of the school. Regular board surveys are often responded to by all parents. Responses show that parents are very positive about the school and what it provides for their children.

The board and teachers are active members of a local cluster of schools and early childhood centres. This involvement is providing good support and some useful professional development for leaders and teachers.

Areas of review and development

The board and ERO agree that the trustees, principal and teachers need training to better understand and effectively use internal evaluation to enable them to sustain and improve school performance in all areas, including the curriculum and specialist programmes.

The board and principal should also:

  • strengthen principal and teacher appraisal
  • build leadership capacity amongst the teaching team
  • review the board minutes to ensure they include sufficient information about the decisions that the board makes.

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.

Recommendations to other agencies

ERO recommends that New Zealand School Trustees Association (NZSTA) provide training for the board and teachers in self review to ensure the school can sustain and improve its performance in all areas, including the curriculum and board operations.

Conclusion

Duvauchelle School provides a welcoming and supportive environment for students and families. Te reo and tikanga Māori are well integrated into the curriculum. The school makes good use of specialist teachers and the skills of community members to extend learning opportunities. The school leaders now need to establish a programme of effective self review to know about the effectiveness of school programmes, and learning and teaching.

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

Chris Rowe Deputy

Chief Review Officer Southern (Acting)

14 October 2015

About the School

Location

Banks Peninsula

Ministry of Education profile number

3332

School type

Contributing (Years 1 to 6)

School roll

34

Gender composition

Girls 18;

Boys 16

Ethnic composition

Pākehā

Māori

Asian

Tongan

25

7

1

1

Review team on site

August 2015

Date of this report

14 October 2015

Most recent ERO reports

Education Review

Education Review

Education Review

May 2012

December 2008

December 2005