Springfield School

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

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Find out which schools have upcoming reviews.

School Context

Springfield School is a rural school that caters for students in Years 1-6.

The school’s vision is: ‘To challenge ourselves to reach new heights’.

The school has a number of outcomes which are valued for students. These include, ‘confident actively involved learners, risk takers and team players, creative and critical thinkers in all curriculum areas, and productive effective relationships.’ The school also promotes the values of ‘Diversity, Respect, Honesty, Initiative and Perseverance’.

The school’s current targets for improving student outcomes are to continue to increase the number of students achieving ‘at or above’ expectations in reading, writing and mathematics.

The school is a member of the Malvern Kāhui Ako|Community of Learning (CoL). The principal of Springfield School is the lead principal for the CoL.

Leaders and teachers regularly report to the board, school-wide information about outcomes for students in the following area:

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

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students achieve at or above expectations for reading, writing and mathematics. Mathematics is an area of strength and a significant number of students achieve above expectations in this area of the curriculum.

1.2 How effectively does this school respond to those students whose learning and achievement need acceleration?

The school’s 2016-2017 achievement information shows that some students whose learning was targeted for additional support made accelerated progress in their learning.

A small group of high achieving learners, who were identified for additional challenge in mathematics, reading and writing, made accelerated progress in 2017.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

The board, leadership and teachers have created a caring, collaborative and inclusive learning environment that reflects the school’s valued outcomes. Students are offered positions of responsibility to help maintain a positive and respectful learning environment. Students are taking leadership in supporting and encouraging each other with learning and self-managing behaviour.

The board and principal are committed to the continuous improvement of students’ learning and wellbeing. They make resourcing decisions to ensure that each child has an equitable opportunity to learn. Trustees give thoughtful consideration to succession planning and the composition of the board, to ensure continuity of support for the principal, teachers and students.

Students have a range of opportunities to develop their understanding and engagement in te ao Māori (the Māori world).

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

School leaders, teachers and the board need to continue to improve their knowledge and understanding about internal evaluation processes and practices. An evaluation framework that includes a range of analysed learning information should be used to clearly identify the impact of innovations and teaching practices on student outcomes.

The principal has identified, and ERO agrees, that it is timely to evaluate the school’s curriculum, including how well the curriculum engages and responds to learners in multi-level classrooms. Clear statements about curriculum expectations for teaching and learning are an important element in sustaining equity and excellence for learners. ERO recommends that leaders and teachers include in this evaluation how well bicultural perspectives are incorporated across learning areas.

The board needs to refine its strategic planning in order to ensure the school’s vision and valued outcomes for learners are enacted. Long-term goals should link to a strategic vision. The annual plan needs to clearly identify outcomes and goals to be evaluated and reported.

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:

  • the wide range of learning experiences for students

  • a positive learning environment which supports the wellbeing of learners

  • a school community that is actively encouraged to be involved in learning-focused relationships with students and staff

  • a thoughtful board whose decisions are focused on providing continuity of support for teaching and learning.

Next steps

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

  • developing clear guidelines for the use of assessment information, particularly to identify which teaching practices are most effective in accelerating students’ progress

  • ensuring there is a shared understanding across the school about the sufficiency of students’ progress over time

  • developing strategic and annual planning so that it supports the school to achieve its goals

  • building effective internal evaluation at all levels of the school so that the board, leaders and teachers understand the impact of processes and strategies on learning outcomes

  • reviewing the school’s curriculum to ensure it responds effectively to the needs and interests of all learners.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

20 June 2018

About the school

Location

Springfield

Ministry of Education profile number

3515

School type

Year 1-6

School roll

37

Gender composition

Female 14

Male 23

Ethnic composition

Māori: 2

Pākehā: 34

Asian: 1

Provision of Māori medium education

No

Review team on site

March 2018

Date of this report

20 June 2018

Most recent ERO report(s)

Education Review November 2013

Education Review November 2010

1 Context

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

The school effectively plans a broad programme of educational experiences that extends students' learning beyond the small rural community they live in, to the wider world. The board actively supports students’ learning by providing information and communication technologies (ICT) to enhance their learning opportunities. Students and staff readily find and share new knowledge with each other and with parents.

Positive relationships between the school and community support students’ wellbeing and sense of belonging. The strong focus on learning encourages parents and the wider community to take a more active role in students’ learning. The recent upgrade of the school’s attractive playground is a reflection of the strong community links.

The school has addressed the recommendations from ERO’s 2010 report. Clearly defined systems and procedures for the board and roles and responsibilities for trustees are now in place.

Well-considered procedures and practices enable the board and principal to provide well for students’ emotional and physical wellbeing.

2 Learning

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

The school makes very good use of student achievement information to make positive changes to learners’ engagement, progress and achievement.

Almost all students are achieving at or above expected levels in relation to the National Standards in writing, reading and mathematics. Students know about the progress they are making and make well-informed decisions about their next learning steps. Learning logs are used by students to record, monitor and understand their progress and achievement in curriculum areas other than literacy and numeracy.

Students and parents are jointly involved in goal setting and in developing plans for achieving them. This partnership is contributing to students becoming increasingly more self managing and independent in their learning.

The principal and teachers have good processes in place to identify and cater for students with learning needs. This includes:

  • making good use of student achievement information to identify learning needs
  • informing and discussing with parents the support that will be provided
  • identifying programmes to improve students' learning
  • monitoring and reporting progress each term to parents and to the board.

The board and staff effectively use student achievement information to make decisions that support learning and teaching. Parents receive clear, detailed and timely reports about student progress and achievement and attend three-way conferences with students and the teachers to share their child’s learning and progress.

3 Curriculum

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

The school’s curriculum very effectively promotes and supports student learning. It reflects the expectations and aspirations of the teachers, parents and community, for students. The curriculum also reflects the unique setting of the school and students’ different interests and needs.

Other positive features include:

  • a strong focus on literacy and numeracy
  • a broad coverage of the other learning areas to provide a range of opportunities for students to learn and achieve according to their interests and abilities
  • an emphasis on bicultural learning that is integrated, where appropriate, into class programmes
  • a focus on the values and skills needed for successful learning and relationships to develop students’ social and emotional wellbeing
  • learning programmes both in and beyond the school.

The skills for learning are a focus each term and encourage students to understand and use them in their daily interactions and programmes.

Teachers confidently use a range of ways to engage and excite students in learning. These include:

  • students using the language of learning, higher thinking skills, a deeper consideration of new knowledge and sharing this confidently with others
  • students and teachers telling students what they have done well and need to work on next
  • individual or group support, guidance and discussion about learning
  • class and individual reflections about the programme and learning
  • questions that challenge students’ thinking
  • using able students to support their peers (tuakana-teina).

Year 6 students have a broad range of opportunities to be leaders within the school. All students learn how to manage relationships with each other and support each other in all aspects of school life.

Positive relationships with parents and their helpful responses to surveys provide good information for the board and principal to continue to improve learning for students. Parents are well informed about the language of learning in mathematics and writing, through the education evenings held at the school.

Areas for review and development

The principal and teachers have identified, and ERO agrees, the next steps to improve outcomes for students are:

  • continue to extend opportunities for students to evaluate their own performance
  • the ongoing review of the writing programme
  • continue to increase use of ICT to promote student and parent participation in students’ learning.

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

The school very effectively promotes educational success for Māori, as Māori. The school has a teacher responsible for te reo and tikanga Māori. Staff members have been well supported by an adviser on Māori. Teachers make sure that:

  • te reo and tikanga Māori are taught regularly to all students
  • they model the correct pronunciation of te reo Māori
  • Māori students have opportunities to reach their full potential
  • Māori students are well supported by the positive relationships they experience with their peers and teachers.

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 principal provides strong leadership in all areas of operations and learning. Professional collaborations with other schools provide teachers with extra support across the curriculum.

Self-review systems and processes are well understood by staff and the board. Information from self review is supporting teachers and the board to make informed decisions about improving teacher practice and outcomes for students.

The board of trustees is forward thinking and future focused. School-based professional development is supporting the trustees to become familiar with their roles and responsibilities. They have shared responsibility for health and safety in the school. They are well informed about the quality of school leadership and teaching practice.

Trustees have successfully developed good communication links with parents and the community.

Area for review and development

The board has identified, and ERO agrees, the next step to support them to sustain good practice is to continue to strengthen trustees' skills to plan and implement the current and future focus of the school.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

12 November 2013

About the School

Location

Springfield

Ministry of Education profile number

3515

School type

Contributing (Years 1 to 6)

School roll

35

Gender composition

Girls 16; Boys 19

Ethnic composition

NZ European/Pākehā

Māori

Asian

29

4

2

Review team on site

September 2013

Date of this report

12 November 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2010

August 2007

September 2004