Fairton School

School Context

Fairton School is a semi-rural small school close to the town of Ashburton. It has a current roll of 35 children.

The school vision and values promotes success in learning and life, giving all children the opportunities to achieve their highest personal, academic and social potential guided by the values of excellence, integrity, strength and pride.

The focus is on developing collaborative approach to lifting student achievement, sharing targeted professional development and resources to provide positive outcomes for all children. The school is actively involved with the Hakatere Kāhui Ako I Community of Learning.

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

• curriculum opportunities that provide positive learning outcomes for students

• review of curriculum areas and impact on teaching and learning

• achievement in reading, writing and mathematics in relation to the National Standards

• progress with the establishment of the Kāhui Ako I Community of Learning.

Since the previous ERO review in 2014 there have been significant changes in the teaching team. The principal has provided consistent leadership over a number of years. A permanent teaching team, recently established, now allows the principal to embed changes for school wide consistency.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

The principal and teachers have high expectations for equitable outcomes for all children. This school is very responsive to the individual needs of children and is working towards reducing disparity and providing equitable outcomes for all. Further development is needed in lifting achievement in writing. Many boys achieve less well against the National Standards. The data shows similar trends in achievement levels over the past three years.

The majority of children achieve very well in mathematics and reading in relation to the National standards. Fewer children achieve as well in writing. The 2017 mid-year data shows an emerging positive trend upwards in children’s achievement levels in reading, writing and mathematics.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The board, principal and teachers effectively respond to those Māori and other children whose learning and achievement need acceleration.

Students with additional needs are well supported to achieve success including those with special education needs and English Language Learners. The learning and progress of these students is individually planned for, monitored and reported. Teachers work collaboratively with families and agencies to provide additional support with positive outcomes for children.

2 School conditions for equity and excellence

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

The school has many effective processes to enable the achievement of equity and excellence.

Leadership successfully promotes an orderly and supportive learning environment that focuses on children’s success and wellbeing. Children are at core of all decision making. The principal and teachers build positive, respectful relationships and collaboration across the school and community. They provide an inclusive environment that contributes to very good levels of children’s engagement in their learning and parent involvement in the school. Leaders and teachers have made considerable progress in developing bicultural practices.

Leaders and teachers provide many opportunities for children to be successful in learning across the school’s rich and varied curriculum. Programmes and teaching strategies are adapted to cater for individual needs and interests of children.

Leaders are developing useful processes to support teacher capability and knowledge building about effective teaching and learning practices. Reflective practice and curriculum reviews inform teaching and leads to improving learning outcomes for children. All staff maintain a strong focus on ongoing improvement school wide and at classroom level.

The board actively represents and serves the school in its stewardship role. They support the principal in pursuing the school’s vision, implementing its values and realising equity and excellence for all children.

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

The board and school leaders need to:

• review and refine strategic planning to better reflect the school’s key priorities and specific achievement targets
• continue to build on bicultural perspectives to support the development of culturally responsive practices
• embed new appraisal processes and teaching as inquiry model to extend good practice across the school
• formalise systems for identifying and monitoring rates of progress for all children to evaluate what is making a difference to their learning.

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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

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

• effective inclusive practices and positive culture across the school community

• the rich and varied curriculum that engages children in learning

• catering for children’s abilities and needs through sufficient and equitable learning opportunities.

Next steps

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

• developing a strategic plan that better reflects the school’s key priorities

• building internal evaluation capacity to identify the impact of improvements on the quality of learning and teaching including bicultural perspectives and culturally responsive practices

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Acting)

Te Waipounamu - Southern Region

19 December 2017

About the school

Findings

Students have many rich and varied opportunities to succeed in their learning. The board and principal work well together. They are focused on making continued improvements that benefit students. Key next steps include identifying the school’s vision of a successful Year 6 student and strengthening the bicultural programme.

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?

Fairton School is in a semi-rural area. The school’s small roll allows teachers good opportunities to individually support students with their learning. Students and staff are respectful and inclusive of others. Parents, whānau and the wider community are welcome in the school.

The principal and board have made considerable progress since the October 2011 ERO review. The board has overseen significant improvements in the school’s buildings and facilities. The curriculum includes a vision and values that reflect the school and community’s expectations. Parents are well informed about how well their children are achieving against the National Standards.

The board has a good understanding of its governance role. Trustees work in close partnership with the principal. The school’s long-term plans provide good direction for both the board and staff.

2 Learning

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

Teachers use achievement information well to monitor students’ progress. They plan activities that effectively meet students’ interests and needs. Students confidently talk about their learning and what they need to do next to continue improving. They enjoy sharing their learning with their parents.

Students are achieving well in reading and mathematics, but less well in writing. Teachers have set specific targets for groups of students who are not achieving at the National Standards in writing. They benefit from good quality learning support and have access to a range of helpful resources. Students in Years 4, 5 and 6 are making very good progress in reading, writing and mathematics.

Teachers maintain calm, respectful, learning-focused environments. They have high expectations for learning and behaviour. ERO observed very good levels of student engagement.

Area for review and development

The principal has identified and ERO agrees that:

• achievement targets for students could be more specific so that individual progress can be better identified.

3 Curriculum

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

The school’s curriculum effectively promotes and supports student learning. Teachers provide a range of rich learning experiences across the curriculum. This includes bicultural aspects that are beginning to develop students’ awareness of, and involvement with, their local marae.

The school values and key competencies support students’ learning and personal development. Students and teachers reflect the school’s values in the caring support they give to others.

Teachers provide good opportunities for students to achieve success in all learning areas. They plan activities that encourage and challenge students to follow their interests and use their strengths in subjects such as art, science or technology.

Areas for review and development

The principal and teachers could strengthen the curriculum by identifying what a successful learner at Fairton School will look like at the end of Year 6.

Teachers could further enhance students’ learning by reflecting on the impact of the changes they make to their teaching in response to students’ learning needs.

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

The principal and teachers recognise that they need to do more to raise the achievement of Māori students in reading, writing and mathematics. As with all students, Māori students enjoy positive relationships with their teachers and peers. They are beginning to have opportunities to hear and use te reo Māori and to learn about tikanga Māori. Members of the local marae have invited students to draw a mural for the new whare. This will provide opportunities for staff and students to link the school’s mural to the local Māori history stories.

Areas for review and development

The board and principal have identified, and ERO agrees, that the next steps are to:

• explore further ways to raise Māori student achievement
• continue to strengthen teachers’ understanding and use of te reo Māori
• further incorporate bicultural perspectives throughout the curriculum
• continue to strengthen their partnerships in learning with parents, families and whānau
• develop a programme that will appropriately respond to Pacific students and those from other cultural backgrounds who may enrol in the school.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. The principal provides highly effective professional leadership. The staff work collaboratively and use their strengths to support student learning.

The board and principal have developed systems and processes to ensure ongoing school improvement. A useful self-review process supports this. A time of consolidation is now needed to embed the systems and procedures that have already been developed.

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.

During the onsite stage of the review, ERO identified the following areas relating to health and safety that need to be addressed:

• regular earthquake drills
• board and staff familiarity with the requirements outlined in the Ministry of Education’s Education Outside the Classroom Guidelines (2009).

Conclusion

Students have many rich and varied opportunities to succeed in their learning. The board and principal work well together. They are focused on making continued improvements that benefit students. Key next steps include identifying the school’s vision of a successful Year 6 student and strengthening the bicultural programme.

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

Graham Randell

National Manager Review Services Southern Region

11 September 2014

About the School