603 Upper Sefton Road , Sefton
View on mapSefton School is a full primary school in North Canterbury. It has a roll of 129 students. School staffing is stable, and the board has a mixture of both new and experienced trustees.
The school’s mission statement is ‘Sefton School is committed to providing a positive learning environment in which students strive for excellence and fully develop their potential in order to face the future with confidence’.
The school has recently implemented a core set of values: whanaunatanga/relationships, manaakitanga/respect, manawaroa/resilience and whaiwhakaaro/reflection.
To support the school’s mission and values, the current strategic goals and targets include creating and sustaining an effective learning environment, developing the school profile within the wider community and developing the physical environment of the school. The school has set specific targets in relation to literacy and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is an active member of the Puketeraki Kāhui Ako|Community of Learning.
The school is effectively achieving equitable and excellent outcomes for most of its students. School achievement information for 2017 and 2018 shows that most students achieve at or above expected curriculum levels in reading, writing and mathematics. There is, however, ongoing disparity for boys and for students identifying as Māori in reading and writing, in relation to girls and NZ European/Pākehā students. Achievement for Māori students in mathematics has been variable.
The school is effective in accelerating learning for those students who need this. 2018 school information shows that most students made accelerated progress in reading and writing and slightly less than half made accelerated progress in mathematics. Priority students are effectively identified, supported with interventions, and their ongoing progress is monitored to prevent the achievement gap from widening.
Students benefit from responsive, inclusive and caring learning environments. Classes are
well-resourced with high quality teaching in evidence, underpinned by strong student teacher relationships. Play-based learning is supporting the development of opportunities for students to take increasing ownership of their learning. The play-based approach is providing a collaborative and flexible teaching and learning framework that is being used across the school.
The newly implemented values are embedded throughout the school and are impacting positively on teaching and learning. Recent whole school initiatives are closely aligned to the value statements which are prominent throughout the school. Students are clear how the statements are enacted.
Leaders have implemented effective systems and processes to support the tracking and monitoring of students including wellbeing and pastoral care. Teacher appraisal processes contribute to the continuous improvement of teaching and learning. Internal evaluation practices help inform the school’s direction and vision.
Trustees have a shared understanding of the board’s roles and responsibilities. Leaders provide the board with good quality information to support decision making. The board are beginning to enact their responsibilities to strengthen community consultation. Trustees have a good range of skills and capabilities to support the school going forward.
Leaders need to document the learning and teaching happening in classrooms. This will inform the development of the current curriculum document so that it:
Trustees and leaders recognise, and ERO agrees, that the school needs to review and refine the strategic and annual plan to reflect whole school priorities and valued outcomes.
Leaders need to continue to strengthen internal evaluation. While there are very good systems and processes in place these could be further developed by:
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Sefton 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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
23 December 2019
|
Location |
Sefton |
|
Ministry of Education profile number |
3501 |
|
School type |
Full primary (Years 1-8) |
|
School roll |
129 |
|
Gender composition |
Female 51%, Male 49 % |
|
Ethnic composition |
Māori 6% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
October 2019 |
|
Date of this report |
23 December 2019 |
|
Most recent ERO report(s) |
Education Review October 2015 |
Sefton School is a welcoming and inclusive school. Older students care for younger students and support each other with their learning. Teachers are increasingly incorporating Māori perspectives in the curriculum. The principal is working collaboratively with the board and staff to update the school’s policy statements and curriculum. The school is well supported by the parents and community.
ERO is likely to carry out the next review in three years.
Sefton School is a rural school catering for students from Years 1 to 8. The school’s roll has steadily increased over time. Students learn in a positive and caring environment. The board is committed to supporting the health, safety and wellbeing of students and staff.
Since the previous ERO review in 2012, there have been changes in staffing and board membership. A new principal was appointed in 2013. The staff work collaboratively and use their collective skills to support students in their learning.
Meaningful and ongoing links with other local schools and boards of trustees are extending learning opportunities for the principal, teachers and board members. Parents and the wider community continue to be actively involved in the school.
The school has made good progress in addressing the areas identified for improvement in the 2012 ERO report.
Teachers have improved the ways they use plans to develop programmes to meet students’ specific learning needs. Students are showing greater independence and taking more responsibility for their learning. The principal is effectively monitoring and tracking students’ progress over time through the school’s student management system.
Teachers effectively use achievement information to plan appropriate programmes to meet students’ identified needs. Teachers know the students and their families well and provide a caring and nurturing environment for all learners. Most students are achieving at or above the National Standards in literacy and mathematics.
The school is inclusive of diverse learners. Well-planned programmes that include targeted interventions and learning support is provided for students at risk of not achieving at the National Standards. Teachers and teacher aides use specific learning plans to make sure students are well supported in their learning. Able students are given challenging opportunities to further extend their learning. New entrant children are very well supported to transition into school.
There is a strong focus on supporting students’ oral language development as they progress through the school. This results in high quality presentations by senior students during the annual speech competitions.
Teachers use local school cluster meetings to share moderation in reading, writing and mathematics to ensure accurate judgements of student achievement are made against the National Standards.
Parents are well informed of their children’s progress and achievement in relation to the National Standards. They receive good information about their children’s next learning steps and how these can be supported at home. Teachers also provide useful information about how well students are acquiring skills and knowledge in other learning areas such as science, technology and physical education.
Teachers could further strengthen the evaluation of their planning by identifying the effective strategies they use that have a positive impact on outcomes for students.
Students have a wide range of learning experiences in and beyond the classroom. Many of these experiences reflect their rural background and include Māori perspectives. Community members share their expertise to help ensure students have a good knowledge of their local area.
Teachers use an integrated approach to provide a range of learning contexts that enable students to learn and succeed across the full curriculum. They provide encouragement and informative feedback that motivates and encourages students in their ongoing learning.
Students have positive relationships with each other and their teachers. Older students are encouraged to take leadership roles. Students are increasingly using digital technology to support their opportunities for learning. High levels of engagement were observed in all classrooms.
The principal and teachers have identified, and ERO agrees, that the next step is for the staff to work together to update the curriculum so that it more closely reflects the values and expectations of the school community, as well as current best educational practice.
The school effectively uses different ways to promote educational success for Māori students, as Māori. All students have many opportunities to experience tuakana-teina relationships where older students care for and support younger students with their learning.
Most Māori students are achieving at the National Standards in reading, writing and mathematics. They participate in meaningful activities that enable them to celebrate their language, culture and identity. They have some opportunities to hear and use te reo Māori and learn about tikanga Māori through mihi mihi and kapa haka.
Teachers are increasing their knowledge and confidence in te reo Māori and tikanga Māori with the support of an expert Māori facilitator.
The school is well placed to sustain and improve its performance.
The principal has a clear vision for the school’s future direction and works collaboratively with the board and staff to address the school’s priorities.
Trustees have a good range of skills to help them carry out their governance roles. They make good use of their training to develop and improve school systems and practices. Together with the principal they have developed a strategic plan which provides guidance for the board in meeting its priorities. Some clarification of long and short-term plans are already underway.
Parents and the wider school community have good opportunities to participate in or contribute to the school programmes or provide feedback to the board to inform decision making.
The board, principal and teachers are working collaboratively to update the school’s policy statements and curriculum.
The board have identified and ERO agrees the board now need to:
continue clarifying policies and procedures so that staff, parents and whānau are well informed of school processes
further strengthen review practices by incorporating a stronger evaluative focus
report to parents of Māori students on the school’s plans and programmes to support Māori students’ learning, progress and achievement.
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.
Sefton School is a welcoming and inclusive school. Older students care for younger students and support each other with their learning. Teachers are increasingly incorporating Māori perspectives in the curriculum. The principal is working collaboratively with the board and staff to update the school’s policy statements and curriculum. The school is well supported by the parents and community.
ERO is likely to carry out the next review in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
|
Location |
North Canterbury |
|
|
Ministry of Education profile number |
3501 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
115 |
|
|
Gender composition |
Girls 51%; Boys 49% |
|
|
Ethnic composition |
Pākehā |
85% |
|
Review team on site |
September 2015 |
|
|
Date of this report |
21 October 2015 |
|
|
Most recent ERO reports |
Education Review |
August 2012 |