Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Ardgowan School’s performance in achieving valued outcomes for its students is: Well placed.
1 Background and Context
What is the background and context for this school’s review?
Ardgowan School is a Year 1 to 8 school on the outskirts of Oamaru. This report evaluates the progress the school has made in addressing the areas for review and development identified in ERO’s June 2017 Education Review report.
Since the 2017 review, the school roll has grown and become more culturally and socially diverse. Over half of the teachers are new. Three trustees and the chairperson are experienced and two trustees are new.
The school has worked constructively with ERO and Ministry of Education advisors over the last two years. School leaders have made good progress in addressing ERO’s recommendations.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The 2017 ERO report identified the need for the school to:
-
reduce the disparity in achievement for some groups of students
-
better analyse, report and use progress and achievement information
-
improve aspects of assessment
-
ensure specific targets and action planning to reduce disparities for boys and Māori students are in place
-
strengthen aspects of internal evaluation to better know the effectiveness of actions taken to reduce disparity.
At the time of ERO’s Midway Progress review, growth and changes in the student roll were impacting on the school. The Midway Progress report to the board identified the need to:
-
improve school culture and some students’ engagement
-
deepen trustees’, leaders’ and teachers’ understanding of culturally-responsive practice
-
strengthen the integration of te ao and te reo Māori in day-to-day learning.
Progress
ERO’s 2018 progress review found that the school had made good progress in addressing most of the 2017 recommendations. Despite significant staff changes in 2019, leaders have maintained and built on this progress.
Trustees, leaders and teachers are appropriately prioritising the progress and achievement of children at risk with their learning. They are looking more deeply at student outcomes and reflecting on what has worked, what has not, and what needs changing. There are improved systems to monitor the rates and sufficiency of progress of individual children and cohorts of concern. Leaders have strengthened their analysis and reporting of school-wide achievement and progress data.
Other improvements that have been sustained and built on include:
-
better assessment systems and practices, resulting in more robust teacher judgements
-
effective systems to assure leaders that schoolwide expectations for teaching and learning are implemented, and responsive mentoring and support given when needed
-
an appraisal process, including teachers’ inquiries, that has a stronger focus on children who are at risk with their learning
-
a focus on building teacher capability and school-wide consistency of teaching practices.
Improvements in relation to the additional next steps in the Midway Progress report to the board are also evident. Deliberate actions have been taken to improve school culture. Steps taken include: the review of behaviour management procedures and practices, and the implementation of a range of initiatives to promote positive behaviours. These have resulted in a more positive school culture and improved behaviour and engagement. However, further work is needed to build on and embed these improvements.
Leaders have begun to work constructively with external experts as to how the school will implement more culturally responsive practices. The school has made constructive steps towards better valuing te reo and te ao Māori. Core Māori concepts are now part of the Ardgowan learner vision and tikanga Māori is more visible. Leaders recognise this as an area of ongoing development.
Key next steps
ERO and school leaders agree that the school needs to continue to:
-
reduce disparities in achievement for different groups in the school, especially Māori
-
build trustees’, leaders’ and teachers’ understanding of culturally responsive practice
-
strengthen meaningful integration of te reo and te ao Māori in day-to-day learning.
Aspects of reporting to the board of trustees need improving. The board needs to receive:
-
better information about the rates and sufficiency of progress for students, especially subgroups identified in charter targets
-
regular and specific reports about student engagement and attendance.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve and review its performance. Trustees have a sound understanding of their governance role. They prioritise discussions about student progress and achievement and make sound resourcing decisions. School leaders are reflective and improvement focused. They are working constructively towards better meeting the needs of all students.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Ardgowan School’s performance in achieving valued outcomes for its students is: Well placed.
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.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
21 November 2019
About the School
|
Location
|
Oamaru
|
|
Ministry of Education profile number
|
3704
|
|
School type
|
Full Primary (Years 1 to 8)
|
|
School roll
|
162
|
|
Gender composition
|
Female 50%, Male 50%
|
|
Ethnic composition
|
Māori
NZ European/Pākehā
South African
Australian
Chinese
Pacific
Other
|
10%
74%
4%
4%
2%
2%
4%
|
|
Review team on site
|
September 2019
|
|
Date of this report
|
21 November 2019
|
|
Most recent ERO reports
|
Education Review
Education Review
Education Review
|
June 2017
March 2013
September 2009
|