Te Kura o Mōkihi Spreydon School

Te Kura o Mōkihi Spreydon 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

Te Kura o Mōkihi Spreydon School is located in southwest Christchurch and provides education for learners in Years 1 to 6. The school’s vision ‘Growing the Heart of our Community’ is central to the way the school operates.

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, including any education in Rumaki/bilingual settings.

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

Part A: Previous Improvement Goals

Since the previous ERO report of July 2022, ERO and the school have worked together to evaluate the extent to which learners, particularly those who were in Years 5 and 6, successfully engaged in learning using digital technologies and supported to improve in their writing. 

Expected Improvements and Findings

The school expected to see:

Effective use of digital technology supporting positive learning outcomes for learners in writing, especially in Years 5 and 6 who need additional support.

  • School data showed significant improvement in writing achievement for some groups of learners, particularly in Year 5.
  • Feedback from learners was that they preferred using bookwork over digital devices, so the purposeful use of technology was carefully considered to ensure meaningful support for learning.
  • Through consultation with the local high school, particular skills that learners need as they change schools, were identified and taught specifically to support their transition.

Continued growth in the pedagogical understanding and practice of teachers to use digital technology in meaningful ways.

  • Teachers’ knowledge and confidence in using digital technology has increased through targeted and individualised support.
  • Clear expectations for how and when technology is to be used contributes to greater consistency and meaningful use within learning programmes.

The greatest shift that occurred in response to the school’s action was clarity for staff about how and when to use digital technology to strengthen purposeful learning opportunities.

Part B: Current State

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

Learner Success and Wellbeing

Most learners are well engaged, making steady progress and succeed across a wide range of learning opportunities.
  • Most learners are meeting expected curriculum achievement levels in reading, writing and mathematics.
  • The school has yet to have Māori learners’ achievement equitable with other groups; teachers are increasingly using a variety of different ways to support their achievement through targeted programmes.
  • The majority of learners attend school regularly however the school is not yet meeting the Ministry of Education’s target for regular attendance; strong partnerships with outside agencies support the wellbeing and improved attendance for those learners at risk of not achieving.

Conditions to support learner success

Well-considered leadership provides a strong vision for school direction, builds leadership capacity and ensures consistency for ongoing schoolwide improvement.
  • Leadership fosters a highly collaborative team culture; the responsive staff are flexible and open to new approaches to improve learner success and wellbeing.
  • Targeted learning opportunities for staff are well-considered, resourced and support identified priority areas to ensure ongoing improvements in teaching and learning.
  • Learners’ needs are identified, responded to appropriately and ongoing monitoring for progress against individual goals is prioritised for improving engagement.
Learners benefit from well-considered teaching and learning programmes that are designed to address learning needs and reflect their interests and local context.
  • Learners’ engagement is strengthened through deliberate connections to the localised curriculum.
  • Learners experience meaningful programmes with a strong literacy base, this strengthens consistency of teaching and learning schoolwide.
  • Teachers are highly reflective and make appropriate changes to their practices based on, and targeted to, the identified needs of learners.
The school’s focused strategic plan informs the clear direction for improvement across key conditions. 
  • The board is highly supportive, and improvement focused; provided, targeted funding supports teaching and learning, particularly in areas of the school that it is most needed.
  • To contribute to the school’s direction, families and the local community have regular opportunity to give feedback and ensure aspirations for their children are well reflected.
  • Leaders and teachers have identified and give priority to building culturally appropriate practices that promote learners’ sense of belonging.
  • Leadership is establishing in depth evaluation processes to better understand what is working and what needs to change to bring about positive outcomes for all learners.

Part C: Where to next?

The agreed next steps for the school are to:

  • strengthen consistency of assessment practices and data use to better demonstrate learning progress
  • use data effectively to review best practice within teaching and learning programmes to improve progress, attendance, engagement and achievement
  • reduce barriers to learning for Māori and Pacific students through continuing to increase culturally appropriate practices 
  • further develop processes to provide learners with opportunities to contribute to their learning and know what their next steps are.

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

Within six months:

  • use internal and external expertise to continue to build best practice literacy across the school
  • gather learner voice to evaluate how well learning programmes are meeting learners’ needs and interests

Every six months:

  • review how well learners know and can describe their learning and next steps
  • analyse learner voice to inform strategies and approaches to improve attendance

Annually:

  • continue to develop school practices that are responsive to Māori language and culture, building on the knowledge and experiences of learners and teachers
  • report to the board on literacy developments, the progress and achievement particularly for Māori and Pacific learners, and the alignment of learning programmes with the school’s localised curriculum
  • review strategies and approaches to improve attendance to inform ongoing improvement.

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

  • consistency of teacher practice in literacy across the school
  • leaders and teachers confidently using evaluation to inform improvement
  • schoolwide practices that support improved engagement and achievement, particularly for Māori learners.

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

11 November 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

Te Kura o Mōkihi Spreydon School 

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of April 2024, the Te Kura o Mōkihi Spreydon 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 Te Kura o Mōkihi Spreydon 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

11 November 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

Te Kura o Mōkihi Spreydon School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

At the time of this review there were no international students attending the school, and no exchange students.

Shelley Booysen
Director of Schools

11 November 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

Spreydon School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within twelve months of the Education Review Office and Spreydon 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

Context 

Te Kura o Mōkihi Spreydon School is located in south-west Christchurch and provides education for students in Years 1 to 6. Since the last ERO review, the school has appointed a permanent principal and relocated to a new site.

Spreydon School’s strategic priorities for improving outcomes for learners are:

  • building strong partnerships and connections with the community to support students’ sense of wellbeing and belonging

  • growing the school’s conceptual-based, culturally responsive curriculum to engage and empower learners

  • ensuring effective teaching and learning opportunities for learners and staff, particularly in the purposeful use of digital technology.

You can find a copy of the school’s strategic and annual plan on Spreydon School’s website.

ERO and the school are working together to evaluate the extent to which students, particularly those in years 5 and 6, are successfully engaging in learning using digital technology, and are supported in their achievement in writing.

The rationale for selecting this evaluation is to:

  • accelerate the learning of an identified group of students, particularly in writing and use of digital tools

  • support students to have greater ownership and engagement with their learning, and to communicate their learning with their whānau in meaningful and timely ways

  • increase the opportunities for students to experience success, enjoyment and engagement in their learning through the use of digital technology.

The school expects to see effective use of digital technology to support positive learning outcomes for students in writing, especially for those in years 5 and 6 who need additional support. There will be continued growth in the pedagogical understanding and practice of teachers to use digital technology in meaningful and purposeful ways.

Strengths

The school can draw from the following strengths to support its goals to successfully engage students in their learning through the use of digital technology, and to support their achievement in writing:

  • Collaborative approaches to knowing students well, regularly monitoring their progress and targeting support to reduce barriers to learning.

  • Staff and personnel expertise to support students’ progress and achievement in writing.

  • Well-considered resources to support teaching, learning and community engagement.

Where to next?

Moving forward, the school will prioritise:

  • continuing to work in collaboration with staff, students, family and whānau to meet students’ learning goals and aspirations

  • ongoing professional learning opportunities for all staff to support the development of the school’s localised curriculum

  • continuing to build culturally responsive practices and embedding the school’s vision, values and cultural narrative.

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

28 July 2022 

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

Spreydon School

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of December 2021, the Spreydon School Board of Trustees 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 Spreydon 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

28 July 2022 

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

Spreydon School

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

Te Kura o Mōkihi Spreydon School has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code. No international students were enrolled at the time of the ERO review.

The school has good systems in place to support any future enrolments. Policies and procedures are regularly reviewed and meet expected best practice requirements.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

28 July 2022 

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