Ferndale Te Ahu

Education institution number:
3339
School type:
Special School
School gender:
Co-Educational
Definition:
School for pupils with intellectual impairments
Total roll:
131
Telephone:
Address:

104 Merivale Lane, Merivale, Christchurch

View on map

Ferndale Te Ahu

Te Ara Huarau | School Profile Report 

Background

This Profile Report was written within 6 months of the Education Review Office and Ferndale Te Ahu 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

This report is part of a nationally coordinated evaluation of 27-day specialist schools during the second half of 2023. This included the development of day specialist school evaluation indicators by ERO with significant input from principals, staff and the Special Education Principals’ Association of New Zealand (SEPAnz). 

Context 

Ferndale Te Ahu is a day specialist school providing specialised education, therapy and care for ākonga aged between 5 to 21 years eligible for Ongoing Resourcing Scheme (ORS) funding. The school’s catchment area covers mainly eastern and central suburbs in Ōtautahi Christchurch. 

The school has a specialist therapy team that supports students’ wellbeing and access to learning. A specialist teacher outreach service works with ORS funded students enrolled in local schools.

The school continues to navigate and manage roll growth pressures along with the employment and property demands associated with this.

The school’s vision is that learners should reach their full potential through individualised programmes that enable them to be ‘The best I can be.’ This is underpinned by the school’s values of Tipu – Growth, Whanaungatanga – Connection, and Hauora ­– Wellbeing. 

Ferndale Te Ahu’s strategic priorities for improving outcomes for learners are:

  • Ako learning – creating barrier-free, equitable and accelerated learning for ākonga in literacy and the refreshed New Zealand Curriculum, Te Mātaiaho.
  • Hauora wellbeing – supporting ākonga and kaimahi to flourish.

You can find a copy of the school’s strategic and annual plan on Ferndale Te Ahu’s website.

ERO and the school are working together to evaluate how effectively the development and implementation of specialised literacy practices are supporting ākonga within all aspects of their learning.

The rationale for selecting this evaluation is: 

  • the school purposefully sought the community voice to inform its strategic priorities, which highlights the importance of growing ako or learning, for ākonga 
  • leadership identified the importance of continuing to grow teaching and learning practices within literacy to respond to the uniqueness of individual ākonga and to develop a cohesive approach to accelerate learning in all areas of literacy
  • recognition of the importance of and obligations to Te Tiriti o Waitangi
  • the implementation and embedding of assessment for learning from recent teacher professional development to underpin literacy practices
  • the recent implementation of the local curriculum creates a platform for these next steps in literacy.

The school expects to see continued development of cohesive, schoolwide specialist literacy practices that enable ākonga to accelerate in all areas of their literacy learning.

Strengths 

The school can draw from the following strengths to support the school in its goal to develop specialist literacy practices.

  • Well-targeted teaching programmes that support students to achieve individual learning goals with a suitable level of challenge.
  • A student-centred, nurturing culture that fosters strong relationships and a sense of belonging for ākonga and their whānau.
  • The collaborative, reflective and supportive teaching team culture focussed on ongoing improvements for students and maintaining a calm and settled learning environment. 
  • A highly responsive and supportive school leadership team that provides clear schools systems, direction and expectations for high quality care and education.
  • Specialist, evidence-based, innovative and inclusive teaching and learning practices underpinned by ongoing reflection and monitoring for success.
  • Highly effective education connections within the wider community to support ākonga success and life pathways.

Where to next?

Moving forward, the school will prioritise: 

  • further developing and embedding best practice in specialised literacy programmes
  • giving effect to Te Tiriti o Waitangi through literacy teaching and learning including the role of culturally responsive practices
  • continuing to strengthen the partnership with whānau to support the development of literacy learning of students.

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. 

Shelley Booysen
Director of Schools

22 April 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

This school has a base school site, three primary satellites (Linwood Ave, Marshland, Beckenham Te Kura o Pūroto), two secondary satellites (Haeata, Waikahu - Shirley Boys’/Avonside Girls’) and a Transition Hub (Tētēkura) in a community hub in Phillipstown.

Ferndale Te Ahu

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027 

As of March 2024, the Ferndale Te Ahu 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 Ferndale Te Ahu 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

22 April 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

Ferndale School (Christchurch) - 13/12/2018

School Context

Ferndale School is a special school located in Christchurch. It has a roll of 111 students (aged 5 years to 21 years) with significant, wide ranging learning and other needs. A new principal was appointed at the beginning of 2018.

All students receive additional funding and specialist or other support from the Ministry of Education. The school also provides specialist teacher outreach services to local schools, for students in regular classrooms.

The school has a base school and six satellite classes in mainstream schools across the city. These classes include primary, secondary and/or post-secondary age students.

The school’s vision is for students to be engaged and empowered, with the confidence to fulfil their potential, and prepare them for the future and lifelong learning. The foundations for achieving this vision are the key values of communication (whakawhitiwhitinga), independence (tino rangatiratanga), respect (whakanui), enjoyment (painga) and excellence (hiranga). The school’s motto, ‘The Best I Can Be’, encourages both students and staff to pursue the shared vision.

Current strategic priorities are informed by all students’ unique identities and needs. The priorities are student voice, connectedness, curriculum, cultural responsiveness and wellbeing. These are the cornerstones of the school’s work in setting, and working towards, identified targets for each student to progress and achieve.

Expansive pastoral care is provided for students and families. Extensive links with a range of external agencies enable the school to support students’ learning and wellbeing.

The school has made good progress in areas identified for improvement in the 2013 ERO report, including review of assessment and the curriculum.

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

  • outcomes for students with special/additional learning needs
  • progress/achievement in relation to school and individual student targets
  • outcomes related to engagement, wellbeing and safety for success.

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?

All students are effectively supported to achieve personal equity and excellence. Most students are achieving the school’s valued equity and excellence outcomes.

School information for 2017 shows that most student target groups, including Māori students, met or exceeded targets in literacy and numeracy.

Mid-year 2018 individual progress and achievement data shows that there is no significant disparity for Māori students. School information from Individual Education Plans (IEPs) and Individual Transition Plans (ITPs), in relation to valued learning and wellbeing outcomes, shows that many students made expected progress over time.

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

The school is highly inclusive and interventions are personalised, specifically resourced and closely monitored.

For those students, including Māori students, whose learning, progress and achievement requires extra support, the school provides:

  • extensive collaborative planning which includes parents/whānau and specialist service input
  • increased resourcing
  • targeted and regular professional reflection and review.

This support enables most students to engage meaningfully in their personalised learning in order to make expected or, for some, accelerated progress.

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?

Strong leadership, relational trust and high levels of collaboration, within and beyond the school, have targeted and sustained high levels of support, care and learning for students. Very effective teaching and learning practices and the promotion of a reflective school culture are priorities which drive ongoing school improvement. Teachers and support staff take collective responsibility for all students’ learning and wellbeing. Resourcing priorities encourage and support teacher capability and schoolwide capacity building to meet students’ interests and needs.

School leaders have promoted and embedded very useful models of internal evaluation for school improvement. Regular, well analysed consultation and surveys inform actions and their impact for continuous school improvement. Intentional, strategic and distributed leadership opportunities are building the school’s capacity to meet the learning and wellbeing needs of all learners.

Effective, wide ranging communication practices with the school community and a philosophy of inclusion, from the board to community, ensure that decisions, programmes and innovations for continued success are valued. These communications are systematically focused on family aspirations for their children and are aligned to the school’s vision and valued outcomes for students. Strong, enduring connections with all stakeholders, and the professional commitment of those in the school, ensure that students are at the centre of all strategic and operational decisions.

Cohesive and coherent schoolwide systems and processes have ensured consistency of practices. These provide very clear expectations and guidelines for delivering a culturally responsive curriculum which aligns student behaviour management and communication strategies with readiness to learn and engagement for success. Consistent practices foster and enhance students’ wellbeing and safety.

The school’s curriculum is very responsive to students’ strengths, needs and interests. It is broad, and relevant to the school’s specialist setting. It balances functional skills with academic learning and life experience opportunities. It is very responsive to all students’ languages, cultures and identities, including Māori students. The curriculum provides an enriched learning and care environment for students to become active lifelong learners.

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

School leaders have identified, and ERO agrees, that the school needs to complete and implement its draft curriculum guidelines and improved assessment developments.

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:

  • a collaborative and inclusive school culture that builds relational trust and places all students at the centre of reflection and action
  • effective communication which strengthens the partnership with families/whānau and specialist agencies in realising shared valued outcomes for students
  • coherent systems which support processes that enhance student safety and wellbeing
  • an emerging curriculum that is responsive to students’ strengths, needs and interests
  • a reflective environment that promotes capability and capacity building for ongoing improvement.

Next steps

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

  • completing and implementing the draft curriculum, including improved assessment developments.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Alan Wynyard

Director Review & Improvement Services

Te Waipounamu - Southern Region

13 December 2018

About the school

LocationChristchurch
Ministry of Education profile number3339
School typeSpecial School
School roll111
Gender compositionBoys 69% ; Girls 31%
Ethnic composition

Māori 22%

Pākehā 60%

Pacific 9%

Other ethnicities 9%

Students with Ongoing Resourcing Funding (ORS)Yes
Provision of Māori medium educationNo
Review team on siteOctober 2018
Date of this report13 December 2018
Most recent ERO reports

Education Review October 2013

Education Review April 2010

Education Review February 2007