55 Wellington Street , Hampstead, Ashburton
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Hampstead School is located in Ashburton, in mid-Canterbury and provides education for learners in Years 1 to 6. The present senior leadership team was established in 2022. The school is a member of Te Kāhui Ako o Hakatere/Ashburton Community of Learners.
The school’s vision, Living to Learn – Learning to Live, is underpinned by ako, kotahitanga, ora, manaakitanga, aroha and whanaungatanga, representing the school’s‘Learn, Live and Love’ values.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Since the previous ERO report in September 2022, the school has evaluated how effectively teachers engage learners in reading and writing, to promote greater success across all learning areas.
The school expected to see:
All learners experiencing success, feeling valued for their cultural identity, and experiencing a supportive environment that promotes a sense of belonging and care.
A coherent vision, strategic planning, policy, and localised curriculum that promote greater learner success.
The leadership team engaging with staff, learners and community identify key priorities and work collaboratively to achieve these.
During the course of the evaluation, it was found that learner feedback showed increased confidence and engagement in literacy learning, prompting leaders to introduce structured mathematics approaches.
The greatest shift that occurred in response to the school’s action was that in consultation with parents structured learning approaches have been integrated into teaching and learning for Years 1 to 6.
The following findings are to inform the school’s future priorities for improvement.
| Learners demonstrate engagement and enthusiasm for learning in an environment where culture, language and identity are valued, promoting progress and achievement and a strong sense of belonging. |
| Leaders have established conditions to underpin school-wide improvement that effectively guide assessment, teaching and review practices for greater learner success. |
| Teachers create an orderly and collaborative school environment that fosters learner engagement. |
| Staff value parent and whānau aspirations, increasingly tailoring decision making to reflect these to improve teaching and learning. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
19 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2024, the Hampstead School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Hampstead School, 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
19 September 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within twelve months of the Education Review Office and Hampstead School 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
Hampstead School cates for learners from Years 1 to 6. The school is located in central Ashburton. The school’s leadership team was newly appointed in Term 1 2022. The school is a member of the Hakatere Kāhui Ako/Community of Learners.
Hampstead School’s strategic priorities for improving outcomes for learners are:
a rich environment and resources that support learner success
promoting culture and identity
strengthening learning partnerships with the community.
You can find a copy of the school’s strategic and annual plan on Hampstead School’s website.
ERO and the school are working together to evaluate how effectively teachers engage diverse learners. The evaluation focuses on improved teaching of reading and writing, to promote greater learner success across all learning areas. The focus on culturally responsive practices and relationships will grow teacher effectiveness to promote academic success.
The rationale for selecting this evaluation is:
achievement data shows disparity in outcomes for some groups of learners, including for boys
this focus aligns with the Kāhui Ako goals to grow teachers’ understanding and use of culturally responsive pedagogy and practices to enhance achievement in literacy
leading and teaching in a culturally responsive way that builds positive relationships and acknowledges the strengths and talents of all.
The school expects to use this evaluation to create a coherent vision, strategic planning, policy, and localised curriculum that is likely to promote greater learner success. The leadership team will engage with staff, learners, and community to identify key priorities, and work collaboratively to achieve these. Leaders expect all learners will experience success, feel valued for their cultural identity, and experience a supportive environment that promotes a sense of belonging and care.
The school can draw from the following strengths to support the school in its goal to enhance teaching in reading and writing, through culturally responsive pedagogies:
an inclusive culture, respect for diversity, and the nurturing of children and their families
learners are celebrated for their individuality and strengths
staff foster wellbeing and belonging for all.
Moving forward, the school will prioritise:
growing student achievement, and reducing disparity for boys and Māori and Pacific learners
updating and enhancing strategic and annual planning, and related reporting, for clarity and purpose
developing evidence-based decision making at all levels of the school
purposefully engaging with the school’s community, including families and learners, to discuss curriculum, and teaching and learning to review and enhance practices.
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
21 September 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2021, the Hampstead School Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Hampstead School 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
21 September 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Hampstead School is a Years 1 to 6 school in Ashburton with a roll of 343 children.
The school states that its vision is ‘living to learn, learning to live’. It has refined this statement to mean ‘working to acquire the skills and knowledge for life’. The school’s valued outcomes are for all students to be respectful, honest, to aim high and persevere in the face of difficulties. The school’s aims and goals focus on improving children’s achievement against the National Standards and children demonstrating confidence, enthusiasm and positive self esteem.
Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following areas:
progress and achievement in relation to the National Standards in reading, writing and mathematics
outcomes related to well-being and maintaining close connections with the wider community
the diversity of school programmes and the opportunities that these provide for learning.
The school has an experienced and long-serving principal and assistant principal. A new assistant principal was appointed at the beginning of 2017. Many of the staff have been at the school for a number of years. The board is a mix of new and experienced trustees.
The school has a high level of cultural diversity. A number of children with additional needs are enrolled at the school. A sizeable group of students are English language learners.
Hampstead School is a member of the Hakatere Kāhui Ako I Community of Learning (CoL).
The school is effective in achieving positive outcomes for most children.
Most children achieve the National Standards in reading, writing and mathematics. Most Māori children achieve the National Standards in reading and mathematics. The majority of Māori children are achieving the National Standards in writing. Year by year there is improvement in Māori children’s achievement.
Fewer boys have been achieving at or above the National Standards expectations in reading and writing over the previous three years. The school has identified this and is beginning to address it.
The majority of children from Pacific heritage achieve the National Standards in reading, writing and mathematics. Almost all Pacific children receive additional support for English language learning.
The school has appropriate processes and practices for assessment and moderation. This includes moderating with two other local schools.
The school has good information about individual children. However, leaders are not yet reporting clearly to the board about how well children are making accelerated progress.
Children with additional learning needs are very well supported through regular and careful planning and monitoring of their progress and their inclusion in all aspects of school life.
The school has a number of processes and practices that are effective in enabling achievement of equity and excellence. These particularly relate to children’s wellbeing, inclusion and involvement in their learning.
School leaders constantly maintain strong communication and respectful relationships in every area of the school community. They regularly seek and successfully use a range of approaches to involve children, families and staff in decision making for the school. They keep children, families and the wider community well informed through the use of a range of media. Additional efforts have been made to connect more closely with Māori and Pacific families and include their cultures in the life of the school. Children and families are proud to be associated with the school and expect children to achieve and be successful.
Children and families enjoy an orderly and supportive school environment that is conducive to children’s learning and wellbeing. Classrooms are settled and well organised. Children are actively involved in learning and take pride in their work. Teachers use an appropriate range of strategies to engage children and make learning meaningful for them. The curriculum provides children with many opportunities to extend their knowledge and understanding of the community and wider world.
Leaders and teachers place a strong emphasis on knowing about each child, their interests and family. Some teachers use this information well to make learning more interesting and personalised for each child. Many children are able to talk about their learning and what is helping them learn.
The school is beginning to use professional development to build teacher capability and collective understandings. This is particularly evident in mathematics. Professional development has been effectively used to accelerate the progress of many children in programmes and interventions.
A number of the school’s processes and practices need to be reviewed to increase their effectiveness in achieving equity and excellence. The board and leaders need to:
build internal evaluation capability to ensure there is a shared understanding and effective use of evaluation processes and practices
review and refine the strategic plan to more closely align it to the school’s expectations for a successful learner.
The annual action plans should be strengthened to more clearly identify the goals, and how they will be achieved, monitored and evaluated.
Leaders and teachers need to improve aspects of teaching and learning. This includes:
continuing to build children’s ownership of their own learning so that they become confident, self managing learners
strengthening teachers’ evaluation of their practice so that they know what makes the most difference to accelerating children’s progress
developing clear processes for measuring, monitoring and reporting outcomes to raise achievement and accelerate progress for all learners
further integrating Māori and Pacific cultures into learning programmes to specifically support achievement in these areas.
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
providing an inclusive and supportive school culture for all children and families
building relationships with each child and family to personalise learning
making use of diverse agencies and expertise to improve outcomes for children at risk of not experiencing success.
For sustained improvement and future learner success, development priorities are in:
raising internal evaluation capabilities to show what the school is doing well, and what is having the best impact for all learners
identifying clear strategic goals and plans to achieve equity and excellence, and monitoring and evaluating the impact of these plans for all learners
strengthening teaching practices so that children become confident, self-motivated life-long learners.
ERO is likely to carry out the next external evaluation in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
14 December 2017
|
Location |
Ashburton |
|
Ministry of Education profile number |
3367 |
|
School type |
Contributing (Years 1-6) |
|
School roll |
343 |
|
Gender composition |
Girls 54%; Boys 46% |
|
Ethnic composition |
Māori 25% Pākehā49% Pacific 22% Other 4% |
|
Provision of Māori medium education |
No |
|
Review team on site |
October 2017 |
|
Date of this report |
14 December 2017 |
|
Most recent ERO report(s) |
Education Review August 2013 Education Review May 2010 Education Review April 2007 |