Findings
ERO reviews continue to identify this as a high performing school. St Clair School is characterised by its culture of care and high quality learning. This is evident in the rich learning opportunities and innovative practices including digital and student-led learning approaches. All learners are important and valued. A strong sense of manaakitanga (wellbeing) is evident.
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?
St Clair School continues to be a high performing school. The school’s vision is to develop capable, caring and confident children who are willing and able to contribute to their community. Trustees, school leaders and teachers have high expectations for, and are committed to, all students achieving well.
At the time of the October 2010 ERO review, the board had undertaken a major building project. Further significant building development was undertaken in 2014. Leaders and trustees continue to successfully explore creative ways to make the best use of these new spaces to reflect the school’s vision and extend its innovative practices.
There are very supportive and positive relationships between adults, among students and between adults and students. These contribute to the students’ enthusiasm for and success in their learning.
2. Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school is highly effective in using achievement information to make a positive difference to learners’ engagement, progress and achievement.
A significant strength is the way teachers use assessment information to support students’ learning. They ensure their deliberate teaching practices are consistent, transparent and well suited to each student’s learning needs and strengths. Teachers and leaders:
- foster strong partnerships with parents and whānau to accelerate students’ learning
- make decisions together based on their considerable knowledge of students
- provide all students with rich opportunities to assess their own learning progress and take responsibility for their ongoing learning pathways.
Teachers carefully analyse achievement information to plan programmes, targeted workshops and activity stations for learners. Teachers help students understand their progress in meaningful ways. As a result, students have very good understandings about their own achievement and what they need to do to improve.
The board, principal, senior leaders and teachers have a shared understanding of student achievement. They use assessment information from a wide range of learning areas to inform self review. This shows their extensive understanding about the use of assessment and how it can be constructively used to make a difference for students’ learning and wellbeing.
Students who are at risk of not achieving are quickly identified. There is an extensive network of support in place to ensure they receive specific, personalised assistance to help them accelerate their progress. The board’s high level of commitment to ensuring students achieve could be better reflected in students’ annual achievement targets. Work on this has already begun.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
The curriculum is innovative and highly effective in how it engages and enables students to be successful in their learning. The school has high levels of achievement against the National Standards in reading and mathematics. Writing is similar to regional and national trends.
The school has a very positive, caring and inclusive culture. There is a strong focus on children’s holistic wellbeing. Core Māori values, such as manaakitanga (kindness/caring) and whanaungatanga (family-like relationships) are strongly evident. Similarly, the school’s valued teaching approaches, such as children helping each other learn, are consistent with Māori concepts of ako and tuakana-teina.
The school’s priority is that students have the knowledge and skills to be successful and good citizens in the 21st century. Teachers see students as capable and confident learners. They support and enable students to take responsibility as to what and how they learn.
ERO found that students:
- could talk confidently about how they learn and what best helps them with their learning
- are highly motivated and act in ways to enhance their own learning; for example, by knowing what ‘must be done’ and what they can ‘choose to do’ to extend their learning
- know how to work well independently and with their peers
- see themselves as learners and teachers, and frequently share their expertise and ideas with each other.
Teachers take great care to ensure continuity in learning and resources for children as they move from early childhood to school. Curriculum strengths supporting learning for all students include:
- the established use and modelling of KCM (Kindness Caring and Manners)
- an integrated and inquiry-based approach to topic learning where students are encouraged to critically think and investigate areas that are relevant to their lives and interests
- the wide range of cultural and sporting opportunities
- the use of specialist teachers to bring increased depth to particular learning areas
- the balance between ‘hands on’ and academic learning.
There is a genuine commitment to personalising learning for each child. This includes ensuring that able students are challenged. School leaders and teachers ensure that all students benefit from the natural integration of digital technology in their learning. This is contributing to:
- closer school-family links with shared opportunities to contribute to students’ learning
- a strong understanding of how technology can support individual and cooperative learning
- students’ motivation for ‘anywhere, anytime learning’.
The school has identified and ERO agrees that the next step is to review the Māori language programme.
How effectively does the school promote educational success for Māori, as Māori?
Māori students are very well supported in their learning. They achieve at a high level against the National Standards in reading, writing and mathematics.
The school regularly consults with parents of Māori children. School leaders keep parents well informed as to what the school is doing to support their children and are responsive to their suggestions. The school’s culture and approach to teaching and learning are consistent with core Māori values and concepts.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to improve and sustain its performance.
There is strong professional leadership. The principal and senior leaders work respectfully and collaboratively together. They share a common vision that unites the school staff. They are forward thinking in their approach to improving outcomes for students. This is evident in the way they:
- use sound research and theory to inform decision making
- demonstrate a deep level of critical thinking
- are open to trying innovative approaches and ideas
- use high quality internal evaluation that contributes to ongoing improvement
- carefully manage change.
The principal and senior leaders have established a comprehensive learning culture amongst the staff. They and trustees recognise the importance of ongoing learning. They provide generous support for staff to take part in high quality individual and school-wide professional learning and development. There are opportunities for staff to take on leadership roles that recognise and value their individual teaching strengths. A rigorous appraisal process provides useful feedback and direction for teacher growth.
Parents’ and students’ opinions on a range of topics are gathered and responded to. The board and principal have worked together to ensure the school has clear priorities and a strategic direction. They agree these priorities could be more evident in the school’s strategic plan.
Trustees have undertaken training to support them in their role. They receive high quality information that helps them make decisions. They carefully manage the school’s resources.
The school’s coherence gives ERO confidence in its ability to continue to move forward in improving outcomes for 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.
Conclusion
ERO reviews continue to identify this as a high performing school. St Clair School is characterised by its culture of care and high quality learning. This is evident in the rich learning opportunities and innovative practices including digital and student-led learning approaches. All learners are important and valued. A strong sense of manaakitanga (wellbeing) is evident.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Southern
26 June 2015
About the School
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Location
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Dunedin
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Ministry of Education profile number
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3835
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School type
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Contributing (Years 1 to 6)
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School roll
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417
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Gender composition
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Boys 54%;
Girls 46%
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Ethnic composition
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Māori
NZ European/Pākehā
Pacific
Other ethnicities
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15%
70%
2%
13%
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Review team on site
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May 2015
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Date of this report
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26 June 2015
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Most recent ERO reports
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Education Review
Education Review
Education Review
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October 2010
July 2007
October 2004
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