Lauriston School

Lauriston School

School Evaluation Report

Tēnā 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. 

Context 

Lauriston School is a rural school located in mid Canterbury and provides education for students in Years 1 to 6. The READY Values (Respect, Enterprise, Achievement and Determination) align with the school’s vision, a thriving learning community that is READY for Success, and are part the school’s local curriculum, Te Marautanga o te Kura kotoku ko Lauriston.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Outcomes for students are equitable and excellent. 
  • Most students are achieving at or above expected curriculum levels in reading, writing and mathematics. 
  • Equity of achievement between all groups of students is evident.
  • Students express a sense of belonging that is well supported by the school’s competencies and strong values that sit within its local curriculum.
  • Less than half of the students attend school regularly and the school has yet to meet the Ministry of Education’s target; strategies are in place to improve regular attendance for all students.

Conditions to support learner success

Leaders set goals and use evidence well to plan and monitor the school’s strategic improvement cycle.
  • Leaders involve students, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing for all students.
  • The school’s vision, values and principles guide leaders who effectively drive the school’s planning, monitoring and evaluation for continuous improvement.
  • Leaders and teachers collaborate with whānau and the community to build and sustain high levels of relational trust to support their child’s learning.
The school’s curriculum increasingly reflects local contexts and supports students to become confident, capable and connected members of the community.
  • Leaders and teachers value a collaborative professional growth culture and engage in targeted professional learning to further improve the progress, achievement and wellbeing of all students.
  • Teachers gather and use a range of valid assessment information to inform and guide teaching planning and practice for student learning.
  • Teachers are using effective teaching strategies, within the local curriculum, to a greater extent to support access to learning for all students; learning is regularly monitored to make sure students continue to progress and achieve.
Conditions that underpin effective schooling are embedding and contribute positively to school improvement.
  • The board, leaders and teachers partner well with the school community to develop strategic goals and targets to improve outcomes for all students.
  • Leaders and teachers work collaboratively, prioritising professional growth, including te reo Māori, tikanga Māori and te ao Māori to strengthen teaching practice and support student learning across the curriculum.
  • The board regularly reviews and effectively evaluates learning and wellbeing data to set future improvement priorities and make resourcing decisions that support strengthening teacher practice and student learning.

Part B: Where to next? 

The agreed next steps for the school are to: 

  • continue developing the school’s local curriculum to create meaning and relevant learning opportunities for all students
  • further increase inspirational teaching and learning that further improves outcomes and regular attendance for all students
  • enhance the school’s inclusive environment and continue to build and sustain strong partnerships with whānau and the community.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

  • refine and prepare for the changes in The New Zealand Curriculum in reading, writing and mathematics
  • embedding this within the school’s local curriculum 
  • engage in professional learning in structured mathematics and neurodiversity to build capacity to cater for all learning needs
  • actively partner with the community to complete the school’s Community Hub project that provides a space for sporting, cultural and wellbeing events
  • track and monitor regular attendance and review current strategies in place.

Every six months:

  • continue to gather, analyse and use student and whānau feedback to strengthen the school’s local curriculum, and teaching and assessment practices
  • align current school assessment and reporting practices to the changes in The New Zealand Curriculum
  • continue to review and evaluate the school’s strategic goals and targets with the board, leaders, teachers, students, whānau and community 
  • review regular attendance data to identify students of concern and put appropriate support in place.

Annually:

  • evaluate the impact of teaching, learning and assessment practices to determine the direction of future goals and targets to further improve the outcomes for all students
  • plan and manage resourcing to support goals and targets in partnership with the community
  • evaluate and address staff professional learning needs for alignment with the national priorities of reading, writing, mathematics and regular attendance, to further improve and sustain student progress, achievement and wellbeing
  • evaluate the impact of strategies in place increase regular attendance.

Actions taken against these next steps are expected to result in:

  • engaged and motivated students who demonstrate the school values and competencies to become confident, connected and capable members of the community
  • strengthened teaching of reading, writing and mathematics, and to ensure that evidence-based programmes are in place school-wide to further improve outcomes for students
  • the community, whānau and the school working in partnership to further improve progress, achievement, regular attendance and the wellbeing of all students.

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

23 October 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

Lauriston School

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of August 2024, the Lauriston School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

No

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process:

  • consult with the community and adopt a statement on the delivery of the health curriculum at least once in every two years.
    [Section 91 Education and Training Act 2020]

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact Lauriston 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

23 October 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

Lauriston School - 21/11/2018

School Context

Lauriston School is a Years 1 to 6 school located in the rural Mid-Canterbury community of Lauriston. The school shares its board of trustees with Mount Hutt College. It has a current roll of 87 students.

The school’s overarching vision is to create ‘a thriving learning community READY for success.’ The valued outcomes for the school community, known as ‘READY’, comprise ideas about being ‘Respectful’ (tipu), ‘Enterprising’ (maui), ‘Achievers’ (kowhiri), ‘Determined’ (hiranga) and ‘Your choice’ (ko kōe). The school uses ANGITU MĀORI, a framework for curriculum delivery and self review.

The school’s current strategic goals are aligned with its valued outcomes and are to:

  • accelerate achievement in reading, writing and mathematics (Respect – pedagogical practice linked to teacher inquiry and annual targets)

  • empower all learners (Enterprise – ‘culture’, innovative practice, living values, strengthening partnerships and networks)

  • thrive – in an optimal learning environment (Achievement – ‘Nga whare Manaki’ equitable outcomes)

  • sustain an optimal learning environment (Determination – sustainable systems).

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

  • achievement in reading, writing and mathematics

  • achievement in relation to school targets in reading, writing and mathematics.

Since the 2015 ERO review, there have been two changes in personnel at senior leadership level. A new principal was appointed in 2017, and there is a relieving deputy principal. Limited Statutory Manager (LSM) support was concluded in mid-2017.

The school has made strong progress in addressing most of the areas for development identified in the 2015 ERO review.

The school is an active participant in the Opuke Kāhui Ako|Community of Learning (CoL).

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?

The school is working strongly towards achieving equitable and excellent outcomes for all its students.

According to the school’s information, most students are achieving at or above New Zealand Curriculum (s) expectations. The 2017 data for reading, writing and mathematics shows that most students achieve at or above expectations.

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

The school is effective in accelerating learning for its targeted students. Consideration is given to extending students currently ‘at’ curriculum expectations to ‘above’. All Māori learners are achieving at or above curriculum expectations in reading, writing and mathematics.

The school’s mid-2018 progress information for target groups shows the following:

  • most girls in a Year 4-6 group for mathematics are now at or above curriculum expectations

  • almost all boys in a Year 3-5 group for mathematics are now at or above curriculum expectations

  • almost all students in a Year 1-2 group for writing are now at or above curriculum expectations

  • the majority of students in a Year 1-2 group for reading are now at or above curriculum expectations.

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?

School leaders are focused on effective change management. They are identifying those processes and practices which are most effective in enabling achievement of equity and excellence, and acceleration of learning. Since mid-2017, the principal, in conjunction with the board, has introduced a number of key changes related to communication practices and school systems. These changes are well-paced and well-considered.

Communication processes and practices within the school and with the wider community are thoughtful, responsive to need, and culturally aware. The principal has focused on developing a culture of respectful interactions at all levels of the school. There is a strong relationship and effective sharing of information and ideas between the board and school leadership. Teacher professional discussions and reflections about student learning are encouraged. Families and whānau, particularly for children needing additional support, are well-informed about their children’s learning progress and achievement. The emphasis on effective communication is contributing to a culture of relational trust within the school, and between the school and its wider community.

School systems for strategic planning, annual planning and teacher professional learning are coherent and aligned. ‘Teaching as Inquiry’ is well established and meaningfully applied to develop teacher professional capability and provide targeted support for student learning. Teacher professional learning and development is aligned with teacher inquiries, the needs of students, the appraisal system and the school’s strategic goals and targets.

The curriculum promotes student self-belief and enterprise. Teachers encourage students to develop confidence and to challenge themselves. The framework and school guidelines for achieving success for Māori, ‘ANGITU MĀORI’ are woven through the curriculum and emphasise a culture of care and wellbeing for all students. Bicultural knowledge, understanding and respect is well-developed. A kaiawhina works with the principal, teachers, students and the board to embed Māori values in an approach the school calls ngā whare manaki.

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

Student agency is an aspect of learning that needs strengthening. In particular, students need:

  • more information about, and clear expectations for, their progress and achievement, based on the NZC

  • task-related success criteria that enables students to better monitor their own learning

  • explicit feedback, including written feedback, that makes it clear for students how well they have achieved in relation to expectations, and that identifies possible next steps for improvement.

The principal has identified, and ERO agrees, that internal evaluation for improvement and accountability requires significant development. It is now timely to evaluate the curriculum (including assessment practices and use of data to inform teaching) and teaching practices (including knowledge of effective teaching strategies). Recently implemented systems and processes should be evaluated over time. In order to gain maximum benefit from internal evaluation, it will be important to:

  • build teacher knowledge and understanding about the purpose, value and processes related to internal evaluation

  • adopt a framework for internal evaluation that is used consistently across the school

  • prioritise evaluations to ensure sufficient time is allocated for a quality and useful evaluation.

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:

  • improvement-focused leadership which is managing change strategically and intelligently

  • child and whānau-centred communication practices that are inclusive, respectful and thoughtful

  • strong bicultural practices and Māori values that guide practices, inform curriculum planning and delivery, and support trusting relationships at all levels of the school.

Next steps

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

  • strengthening student agency by providing students with the information they need to make appropriate decisions about their learning

  • implementing a schoolwide internal evaluation process to identify what is working well and what needs improvement.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services Southern

21 November 2018

About the school

Location

Lauriston

Ministry of Education profile number

3407

School type

Year 1-6 Contributing

School roll

87

Gender composition

Boys: 44

Female: 43

Ethnic composition

Māori: 9

Pākehā: 74

Other ethnicities: 4

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2018

Date of this report

21 November 2018

Most recent ERO reports

March 2016

April 2013