Southbrook School

School Context

Southbrook School caters for 357 students, 41 of whom are Māori. Students across Years 1-8 learn in five collaborative learning spaces.

The school’s vision is represented by three kete: Mātauranga (knowledge), Ahuatanga (character) and Whanaungatanga (relationships). These kete directly relate to the school’s valued outcomes for students.

The board’s strategic aims focus on providing an evolving curriculum, positive learning environments and an emotionally safe and inclusive school. Annual achievement targets are to raise achievement for boys in writing, improve Year 5-8 mathematics and improve outcomes for Māori students who are not yet achieving at curriculum expectations.

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

• achievement data about reading, writing and mathematics

• cohort achievement data on literacy and mathematics

• Māori student achievement data over time in reading, writing and mathematics

• student wellbeing information.

A new principal was appointed at the end of 2017 and an assistant principal at the beginning of 2018. The board comprises trustees who have been elected since the 2014 ERO review. The school has maintained continuity in almost all teaching and support staff. Approximately 75% of the school has been rebuilt or refurbished since the 2014 ERO review.

Professional learning and development (PLD) has focused on building teachers’ collaborative practice in preparation for teaching in innovative learning environments, and strengthening practices to accelerate students’ learning in writing and mathematics. Most recently, senior leaders and teachers have engaged in schoolwide PLD to promote consistent use of positive learning and wellbeing strategies when responding to identified student needs.

The school is a member of the Puketeraki Kāhui Ako|Community of Learning.

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 towards providing equitable and excellent outcomes for its students. School wellbeing data for 2018 shows most students have very positive attitudes towards school.

Achievement information in 2016 showed most students achieved curriculum expectations in reading, writing and mathematics.

Student achievement data for 2017 does not include information for Year 8 or differentiate for Pākehā students. This makes it challenging to compare achievement information over time, or note specific patterns and trends for some groups of students and schoolwide data overall.

The Year 1-7 achievement information for 2017 indicates that most students achieved at or above expectations in reading, with almost all girls achieving highly in literacy. While achievement for boys and Māori students in writing improved, the 20% disparity in outcomes remains concerning. Achievement in mathematics for 2017 shows equitable outcomes for groups of students, with the majority of students achieving at or above curriculum expectations.

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

School achievement information indicates there has been some success in accelerating outcomes for Māori and other students who need this.

Teachers have successfully accelerated progress for Māori students in reading. There has been less success in accelerating outcomes for Māori students and boys in writing. For those students involved in the school’s Accelerating Learning in Literacy (ALL) writing programme, three quarters have made 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?

Senior leaders and teachers effectively build positive relationships with students and their families. There is a strong culture of care and a deliberate focus on promoting the wellbeing of students and staff. Teachers have a range of targeted strategies for getting to know children as learners and individuals. They actively seek ways to engage and communicate with parents and whānau about children’s learning and wellbeing. The board, senior leaders and staff work well together.

Teachers have a shared, collaborative approach to providing a curriculum that effectively contributes to positive outcomes for individual students. They provide a wide range of learning opportunities in and beyond the classroom. Transition to school for new entrants is a carefully considered process. Students with additional needs learn alongside their peers in an inclusive environment.

Students’ individual needs are well identified, closely monitored and tracked. Teachers adapt learning programmes to meet students’ needs. The best examples provide detailed holistic information on individuals. These overviews show how teachers are responding to identified needs and use of research to improve students’ outcomes and reduce barriers to learning. Useful systems for recording and sharing individual student information among teachers are in place.

The school culture is underpinned by its vision and values, represented by the three kete. The importance of these kete, (knowledge, character and relationships), and the expectation to continuously work towards filling them, are well known by students, staff and trustees. They are embedded in the way the school operates and are reflected in the way leadership fosters considered risk-taking by teachers, supporting them to try new initiatives and improve outcomes for children.

Considerable emphasis is placed on building teachers’ professional capability. Targeted, specific PLD is provided in areas most likely to influence student wellbeing, learning progress and achievement. Appropriate use is made of external expertise. There is clear evidence to show where initiatives have proven successful and where this success has been sustained over time. Involvement in the Puketeraki Kāhui Ako is making a considerable contribution to the direction of new learning for teachers.

Recently-introduced processes are effectively supporting teachers and leaders to inquire more systematically into their practice and consider at a deeper level how they can improve outcomes for students. Teachers are reflective and well supported by appraisal. They benefit from observations of their practice that provide them with affirming and challenging professional feedback. Leaders have strategically resourced and supported teachers to individually and collectively take responsibility for their own professional learning and improvement.

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

As a new board, trustees are aware of the need to build understanding of their roles and responsibilities. ERO identified a need to strengthen the board’s strategic and annual planning, including the development and monitoring of annual achievement targets. This would be a useful focus for building the board’s collective capacity.

Internal evaluation needs strengthening so that it is more evaluative and strategic. Clearly identifying evaluation outcomes and the impact on students, will further assist decision making at all levels of the school. Further development of the analysis and reporting of achievement data will provide a clearer picture of students’ rates of progress and achievement. This will also contribute to the internal evaluation process and better inform decision-making.

Some areas of culturally responsive practice need further development. Teachers are building their knowledge and use of te reo Māori and now need to extend this to ensure that te ao Māori concepts are integrated into the curriculum and classroom programmes. The board needs to extend the way it consults with Māori so that collectively-developed strategic plans reflect the aspirations of Māori.

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 strong culture of care for students’ learning and wellbeing reflected in the school’s vision and values

• support provided for teachers which promotes their professional development and growth

• processes that clearly identify individual students’ learning needs and the ongoing monitoring of these.

Next steps

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

• building understanding of the board’s role, particularly in the development and monitoring of strategic and annual planning, including annual achievement targets

• developing internal evaluation so it is more strategic, evaluative and informed by analysed data

• strengthening data analysis and reporting to more effectively show ongoing progress and achievement for specific, targeted groups of students, regularly and over time

• taking a more strategic approach to developing culturally responsive curriculum and practices that reflect te ao Māori.

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

Te Waipounamu - Southern Region

21 January 2019

About the school

Findings

Southbrook School provides a positive learning environment for students. Achievement information is well used to support student learning. The curriculum successfully promotes students learning, engagement and wellbeing. Māori students are supported to achieve educational success as Māori. The school values parent involvement. School leaders have identified a need to continue to focus on supporting students' writing achievement. This school is very well placed to sustain and improve its performance.

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

1 Context

What are the important features of this school that have an impact on student learning?

Southbrook School is a full primary school for students from Years 1 to 8. It is located at the south end of Rangiora. Since the October 2011 ERO review the school roll has significantly increased and at the time of this review there were 16 classes. The board has been involved in extensive planning for new teaching spaces to be built in 2015. These will add to the wide range of facilities that support student learning experiences. This growth has been well led and managed by the board and senior leaders.

2 Learning

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

The senior management team, teachers and board make very effective use of student achievement information to support student learning.

The board receives a broad range of information from the senior management team about the achievement of all students within the school in relation to the National Standards for reading, writing and mathematics. They use this information effectively to develop the school’s strategic plan, identify appropriate student achievement targets and provide additional resources.

Teachers use a wide range of assessment tools to:

• reliably identify and respond promptly to students' individual learning needs
• regularly monitor the progress of all students
• identify appropriate additional programmes and support for some learners.

Teachers are increasingly using student achievement data to evaluate aspects of their teaching practices and programmes. Teachers are working together to check the quality of their judgements. This collaborative process is helping to make sure achievement information is reliable.

Parents and students are well informed about student achievement and progress. Regular goal setting discussions are helping students know how well they are achieving and what they need to do next to improve their learning. ERO observed high levels of student engagement. Students were enthusiastic and well involved in class programmes and activities.

Areas for review and development

The senior management team has identified, and ERO agrees, that the next step is to continue their focus on raising student achievement in writing. This includes further developing teachers assessment practices in writing.

The board could be getting more specific information throughout the year that shows the progress of the students identified in the school's achievement targets. This will help the board to be more informed about how well the school is going in relation to meeting the school's targets.

3 Curriculum

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

The school’s curriculum is very successful in promoting student learning and well being and recognises students' interests and potential.

The school’s overarching principles (three Kete – Knowledge, Character and Relationships) are well known and consistently demonstrated by students, staff, and trustees. These principles are well embedded in the school’s programmes and teaching.

Students learn in a positive learning environment. Respectful relationships between students and staff are widely evident. Students who spoke with ERO said their teachers knew them well.

The school’s curriculum:

• recognises students' individual ways of learning and provides environments that cater well for these
• provides a wide range of learning experiences, including increasing use of Information Communication Technologies (ICT) and education outside the classroom
• encourages students to contribute to decision making and have choices in what they learn and how they learn
• provides opportunities for students to demonstrate their leadership capabilities
• helps students to learn with a range of students of different ages.

Teachers have been working together on developing a wider range of teaching approaches and different ways to set up class environments to better support student learning and engagement. This has been supported by considerable and ongoing professional learning opportunities that are motivating teachers and resulting in improvements to class programmes. ERO observed high quality teaching practices.

There are well established systems to monitor the quality of teaching and learning. Teachers receive useful and specific feedback on their teaching and regularly reflect on the effectiveness of their practices.

Areas for review and development

The next step is to make sure the school’s documented curriculum more accurately reflects the current good quality practices evident within the school. This includes the school’s enquiry model and strong commitment to the Treaty of Waitangi.

Although there have been regular reviews of the curriculum, this process could be further strengthened by curriculum reports that focus more consistently on evaluating how effective aspects of the school’s curriculum are.

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

A significant range of strategies are in place to effectively support Māori students to achieve success as Māori.

These include a strong school wide commitment to recognising and valuing Māori student identity, culture and potential, and opportunities for all students to learn about te reo and tikanga Māori. A well supported kapa haka group is contributing to Māori students sense of belonging and pride in the school. A teacher with specialist knowledge in te reo and tikanga Māori is supporting school programmes and teacher development. Students have opportunities to participate in important events involving Māori in the wider community. There is regular consultation with the parents of Māori students. School planning supports Māori student achievement through appropriate school targets, and strategic planning. There is a focus on continuing to increase teachers' capability to effectively integrate Māori perspectives and language in class programmes.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board is proactive and supportive of school development and improvement. Trustees have a clear vision for the future of the school, including significant development of property to develop a learning environment that better supports the learning of the children of today, and in the future. The board makes good use of individual trustee’s strengths. There is a good understanding of health and safety requirements, with appropriate systems and procedures in place.

The school’s distributed leadership approach is highly effective. The senior management team is experienced and well-led by the principal. They have worked successfully together and continue to make school improvements. There is a strong team approach between the senior management team, staff and the board. The senior management team has reliable systems in place to know how well the school is performing and to identify where further improvements need to occur. They make good use of staff interests and strengths to enhance the curriculum and extend teachers' leadership opportunities.

Parents are well informed and have regular opportunities to contribute their views and feedback on aspects of the school. The senior management team and board make good use of this information to inform them about student safety and well-being, and help guide future planning.

There are strong links between the school and local community, including links with other schools and early childhood services. This is helping teachers support students to experience successful transitions as they arrive at the school from early childhood services and as they leave to attend secondary schools.

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.

Conclusion

Southbrook School provides a positive learning environment for students. Achievement information is well used to support student learning. The curriculum successfully promotes students learning, engagement and wellbeing. Māori students are supported to achieve educational success as Māori. The school values parent involvement. School leaders have identified a need to continue to focus on supporting students' writing achievement. This school is very well placed to sustain and improve its performance.

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

Graham Randell

National Manager Review Services Southern Region

5 November 2014

About the School