West Eyreton School

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1 Context

West Eyreton School provides a hub and meeting place for the local rural community. Events are well attended and usually relate to children sharing their learning and achievement.

The principal and the majority of staff have worked at the school for a number of years. Their knowledge of the local community and families is helping to ensure the school's inclusive culture and strong community links are maintained.

Board succession planning ensures that changes to board membership are well managed and valuable knowledge is retained.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to have a strong focus on learning and to relate well and be inclusive of others. School leaders and teachers identify the importance for children to become lifelong learners who are confident, conscientious and responsible citizens. Children are expected to strive for excellence, show empathy and lead by example and enterprise.

The school reports that Māori children are achieving better than their peers at the school in the National Standards in writing and mathematics but not as well in reading. The majority of children achieve at or above the National Standards in reading, writing and mathematics. Children's achievement has been high over the previous three years with further improvements occurring each year.

A range of assessment activities and a well-structured moderation process across the school provides teachers with meaningful assessment data from which to make decisions about children's achievement levels in relation to the National Standards.

Since the 2011 ERO review, the school has successfully addressed the recommendations in the report. This includes extending children's ability to manage their own learning, and developing the school's curriculum to enable Māori children to experience success as Māori.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school responds very effectively to Māori children whose learning and achievement need acceleration.

Leaders and teachers establish strong learning partnerships with Māori children and their whānau. They maintain regular contact to ensure parents are well informed about their child's progress. They ensure parents are actively involved in decisions about their child's learning, culture and wellbeing.

Trustees, leaders and teachers have high expectations for Māori students. They actively promote Māori language and culture and strongly support Māori children to become leaders. Māori children are proud to be Māori and to succeed as Māori.

Leaders and teachers know Māori learners very well. They identify learners at risk of not achieving the National Standards early, and develop and implement plans to progress their learning. They continually monitor children's progress and achievement during their time at school.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school effectively responds to other children whose learning and achievement need acceleration in the same way they respond to Māori children whose learning and achievement need acceleration.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum and other organisational processes and practices are highly effective in developing and enacting the school's vision, values, goals and targets for equity and excellence.

The school's vision and values for students are clearly evident and well embedded into all aspects of school life. Leaders and teachers place a strong emphasis on ensuring they model the values. This is helping to support student wellbeing and learning.

Trustees, leaders and staff are highly committed and fully focused on continuing to strengthen te reo and tikanga Māori across all aspects of school life. Māori children are experiencing success as Māori and all children are developing pride in, and awareness of New Zealand's bicultural heritage.

The school curriculum is well organised and provides all children with significant opportunity to reach their full potential and participate in a wide range of experiences within the school and wider community. Children enjoy rich and purposeful learning environments that recognise the many ways they can experience success.

Teachers make very good use of their knowledge of children to provide programmes that interest, engage and challenge children to think more deeply about and extend their learning. They use a wide range of effective teaching strategies to engage children in meaningful learning.

Children are well supported to become independent and take responsibility for their own learning and achievement. They confidently talk about their learning, know their next steps and understand what teachers do best to help them achieve successful learning outcomes.

School leaders are highly effective in supporting staff and providing clear directions for teaching and learning. They have established a close alignment between the school vision, strategic plan, teacher appraisal and professional development. This is promoting a high level of collaboration among staff and consistency in systems, procedures and practices to improve outcomes for all children.

The board is well informed by school leaders and teachers and makes good use of the information that they receive to improve outcomes for children who need their learning accelerated.

The board, leaders and ERO agree that the key next steps for the school include:

  • reviewing the school curriculum document to more accurately reflect current school practices
  • strengthening internal evaluation to more clearly identify the effectiveness of the school in improving outcomes for children
  • continuing to strengthen board involvement in setting the strategic direction, goals and priorities for the school.

5 Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

The school has very effective systems and practices for identifying, planning for and monitoring the progress of children who need their learning accelerated.

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

6 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 the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

Use internal evaluation to more clearly identify the specific actions that have accelerated children's achievement the most.

Evaluate and update the school's curriculum to more accurately reflect current practice. 

Lesley Patterson

Deputy Chief Review Officer Southern

21 September 2016 

About the school

Location

Canterbury

Ministry of Education profile number

3586

School type

Full Primary School

School roll

211

Gender composition

Girls 49%; Boys 51%

Ethnic composition

Māori

Pākehā

Tongan

Other ethnicities

2%

83%

1%

14%

Review team on site

August 2016

Date of this report

21 September 2016

Most recent ERO reports

Education Review

Education Review

Education Review

October 2011

June 2008

June 2005

 

1 Context

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

The school’s vision, which emphasises a team approach to learning, is having a positive effect on how students and staff work together. The board, staff and students have a shared understanding of meaningful and authentic ways to enhance learning for students.

Students benefit from supportive and collaborative relationships. Staff members know students well.

The board, management team and staff have high expectations of teaching practices and strongly focus on raising student achievement. They effectively promote a range of opportunities for information sharing and involve the community fully in the life of the school.

The board provides appropriate resources in response to the identified needs of the school. Students have opportunities to develop their skills and build on their learning in a spacious and well-maintained school environment.

2 Learning

How well are students learning – engaging, progressing and achieving?

Most students achieve at, above and some well above National Standards in reading, writing and mathematics. Students are making considerable progress in their learning.

Managers and teachers have well developed systems that make use of good quality assessment information to identify student learning needs. This information guides planning and provides timely and appropriate information to parents. The board and managers are developing the use of an electronic system so that they can refine their processes for analysing data.

Teachers use a range of comprehensive planning and reporting processes that are focused on identifying all students’ needs.

Annual targets and detailed action plans are helping teachers to focus on raising the achievement of specific groups of students. Teachers use a wide range of effective practices that focus and engage students in their learning.

Students set useful learning goals and can talk about their achievement in reading, writing and mathematics.

Students’ learning is well supported by opportunities to work in a range of ways that cater for their learning needs and strengths. Targeted and well-organised programmes support and extend students with identified learning needs.

The board, staff and students have a well-developed understanding of the National Standards.

Area for review and development

The management team has identified, and ERO agrees, that the next step is to further extend students’ ability to manage their own learning through continued focus on:

  • establishing personal goals
  • setting high standards
  • developing strategies for meeting challenges
  • knowing when and how to act independently.

How well are Māori students learning – engaging, progressing and achieving?

At the time of this review, 7% of the roll identified as Māori. Most of these students were achieving as well as other students in the school.

Managers have useful systems for identifying, supporting and extend students’ interests, needs and capabilities. They make good use of professional development and Ministry of Education initiatives to improve outcomes for students to achieve success as Māori learners. As a result of this professional development, teachers are integrating more te reo and tikanga Māori into planning and teaching programmes. The principal has also improved the way the board consults with the parents/ whānau of Māori children.

Area for review and development

The managers and staff have identified, and ERO agrees, that the next step is to continue to develop the school’s bicultural focus to further enable Māori students to experience success as Māori.

3 Curriculum

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

The school has comprehensive and useful curriculum guidelines that clearly outline learning and teaching expectations. These guidelines promote and support student learning. The management team has introduced systems such as class interchanges and shared teaching opportunities to meet the range of students’ learning needs.

Teachers help students understand what they are learning about and why, and to set learning goals and evaluate these. This helps students know how well they are learning and what they need to do to improve.

The management team provides strong curriculum leadership that helps teachers to plan and teach programmes successfully. Teachers plan collaboratively and reflect on their teaching practices. They regularly participate in and lead ongoing professional development related to school curriculum priorities.

4 Sustainable Performance

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

West Eyreton School is well placed to sustain its effective practices and to continue to improve outcomes for students. The board has effectively engaged its community in developing the school’s vision, values and strategic direction. Trustees use student achievement information to guide decisions about future planning.

The board of trustees acknowledge the commitment of the principal and senior leaders who have successfully built a community of learners in the school. Staff strengths are recognised to provide and improve outcomes for students. Stable staffing provides a good foundation for consolidating high quality teaching practices.

The board and school leaders have high expectations and are making ongoing improvements to the quality of education for students. They value Māori and include bicultural perspectives in decision making. The board ensures, through the principal, that there is clear alignment between the strategic plan, the annual plan, classroom programmes, and curriculum delivery.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. 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 students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • 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

5 October 2011

About the School

Location

West Eyreton, North Canterbury

Ministry of Education profile number

3586

School type

Full Primary (Years 1 to 8)

School roll

169

Gender composition

Girls 51% Boys 49%

Ethnic composition

NZ European/Pākehā

Māori

British/Other European

85%

7%

8%

Review team on site

August 2011

Date of this report

5 October 2011

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

June 2008

June 2005

June 2002