20 Robins Road, Queenstown
View on mapQueenstown Primary School
Queenstown School - 23/07/2019
School Context
QPS is located in Queenstown and provides education for students Years 1 to 8. At the time of this review it had a roll of 602 students, 26 of whom were Māori and 196 from a wide variety of other cultural backgrounds.
The mission of the school is ‘Through Quality, Perseverance and Success, QPS will grow adaptable, connected, lifelong learners’. Its vision is ‘Growing confident and future-focused learners’. This is supported by values of; Manaaki| Care, Whakāute| Respect and Ngakau tapatahi| Integrity.
The school’s strategic goals for 2019 focus on celebrating diversity, engaging families and inspiring students to become future focused learners, and being the heart of the community.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- achievement in specific learning areas and the key competencies of The New Zealand Curriculum
- student wellbeing
- progress for students who receive learning support
- valued outcomes related science, project based learning, physical education and technology.
Since the 2015 ERO review some trustees have changed. There have been significant changes in staffing.
The school is a member of the Wakatipu Community of Learning|Kāhui Ako.
Evaluation Findings
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
The school is effectively achieving equitable and excellent outcomes for most of its students.
The school’s information for the 2016 to 2018 time period shows that in reading, writing and mathematics, a large majority of students achieved at or above the school’s curriculum level expectations. There is ongoing disparity for boys in writing and mathematics over this time period. This disparity has decreased over time in writing. The proportion of Māori students achieving the school’s expectations for reading and mathematics from 2016 to 2018 was also lower than for other groups at the school.
Almost all students are achieving in relation to the school’s valued outcomes as described in the context. In addition, almost all students are working within and consistently across the key competencies of The New Zealand Curriculum.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
School information in relation to progress shows good levels of acceleration for those students achieving below the school’s expectations. This is particularly so in writing, where there has been an increase in overall achievement in writing due to a targeted approach.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
The school’s learning environment is managed effectively. It supports student’s participation and engagement in their learning. Teachers use a variety of teaching strategies, including differentiation, to ensure there is a continual focus on engaging students with their learning. Appropriate tools and methods are used to gather, store and retrieve a range of information about student’s learning.
Students participate and learn in caring, collaborative and inclusive learning communities. Diversity is valued at all levels of the school. International students and students from other cultures are welcomed and supported. There is a systematic wrap-around system for pastoral care. Students with additional learning needs are well provided for. The school’s values are known, relevant for students and incorporated into their learning. Students have voice and choice throughout the curriculum. A number of specialised teachers in a variety of subjects, add depth to the choices available for students’ learning.
There are intentional well established relationships with the community to promote positive learning and wellbeing outcomes for students. Curriculum design and enactment is responsive to the aspirations of students, parents and whānau. Leaders and teachers plan and integrate some aspects of te ao Māori within the school in a range of ways. There is ongoing development of the curriculum to support the diverse learning needs of students. Teaching staff work within a collaborative culture with their peers.
The board ensures there is a strategic alignment of resources to identified priorities. There is a large emphasis placed on the education outside the classroom (EOTC) programme and the board and school leaders ensure there is equitable access this for all.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders and the board should continue to develop internal evaluation strategies. This would better enable the identification of priorities, and the impact of programmes and approaches for all students. Evaluating the success of strategies and initiatives to improve learning outcomes for students should be part of this.
During the course of this review ERO became aware of some communication concerns within the school. The board, leaders and teachers should continue to focus on building relational trust and effective collaboration at every level of the school community.
3 Other Matters
Provision for international students
Queenstown Primary is a signatory to The Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. ERO’s investigations confirmed that the school’s processes for reviewing compliance against the code are robust, well documented and lead to change where needed.
At the time of this review, there were ten international students attending the school.
Students receive a welcoming and personalised introduction to the school and the community. The international department is well resourced and staff ensure international students’ needs are met throughout their stay. Valued outcomes for international students include academic and language learning, life skills, leadership and outdoor education.
4 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 Children’s Act 2014.
Actions for compliance
ERO identified non-compliance in relation to policies and procedures.
In order to address this, the board of trustees must:
- Regularly review and update policies.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Queenstown School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- intentional well established relationships with the community that promote positive learning and wellbeing for students
- an inclusive environment where diversity is valued at all levels that is welcoming and supportive
- a learning environment that is managed in ways that effectively support students’ participation, engagement and agency in learning.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- the evaluation of valued outcomes and priorities to know the effectiveness of those valued outcomes and priorities
- the board, leaders and teachers continuing to focus on building relational trust and effective collaboration at every level of the school community.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
23 July 2019
About the school
Location |
Queenstown |
Ministry of Education profile number |
4005 |
School type |
Contributing Primary-Years 1-8 |
School roll |
602 |
Gender composition |
Boys 51%, Girls 49% |
Ethnic composition |
Māori 4% NZ European/Pākehā 63% Asian 14% Other European 8% Pacific 2% Other ethnicities 9% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
May 2019 |
Date of this report |
23 July 2019 |
Most recent ERO reports |
Education Review June 2015 Education Review December 2011 Education Review August 2008 |
Queenstown School - 15/06/2015
Findings
This is a large, welcoming and inclusive primary school. Students’ learning is promoted and supported through a rich and broad curriculum. Teachers use achievement information well to inform their teaching. The school will be better placed to enhance student outcomes when the areas for development identified in this report are addressed.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Queenstown School is a large school providing education for students in Years 1 to 8. School leaders and teachers make extensive use of the school’s unique local environment to enrich students’ learning.
The school is welcoming and inclusive of all students. The many different cultures at the school are highly valued and celebrated. There is a small group of international fee-paying students.
Recent changes in senior leadership, principals and deputy principals, have impacted on how well the school has been able to address the recommendations identified in the 2011 ERO report.
In the past five years two new schools have opened in the area. To date this has had little impact on the school’s roll numbers.
The school’s vision is to promote quality learning, encourage perseverance and empower students to create their own pathways to success.
The 2014 achievement information shows that most students are achieving at or above National Standards in reading, writing and mathematics. Mathematics achievement is not quite as strong as literacy achievement.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers use achievement information well to inform their teaching. The principal acknowledges the need for an improved and consistent approach to the analysis of data throughout the school.
Students are learning how to use achievement information to set goals to improve their learning. To find out more about their learning and progress they are assessing their own work and the work of classmates. This will be enhanced when more teachers have further conversations with individual students about the accuracy and meaning of these assessments.
Teachers make effective use of achievement information to:
- know the students who are at risk of poor educational outcomes
- identify learning needs of individual and groups of students
- regroup students according to changing abilities and needs
- monitor the progress of students
- reflect on their teaching practices and programmes.
Trustees make appropriate budget and resourcing decisions based on the information provided to them through student achievement and curriculum reports.
Areas for development
Leaders and teachers need to continue developing a common understanding of how learning information is used to improve student outcomes at the school. This includes analysing learning information at a greater depth to:
- identify common areas of need
- evaluate the impact of interventions and programmes
- identify meaningful targets
- monitor the rate of progress and show trends for individual and groups of students.
When the above is in practice across the school, leaders and teachers will be better placed to turn data into useful information to give them direction and evidence to support their judgements.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The richness and breadth of the curriculum promotes and supports students’ learning. Since the last ERO review in 2011, there has been a major focus on developing teachers’ skills and knowledge to better enact the school’s vision.
Students continue to benefit from the:
- specialist teaching for science, technology and physical education
- extensive use of the unique local environment, including students having regular skiing and skating lessons during the winter terms
- wide variety of education outside the classroom (EOTC) programmes in the local area and beyond.
Students have increased opportunities to develop their leadership skills. Leadership roles include head and deputy head students, student leaders, cultural ambassadors, house captains, peer mediators, physical activity leaders and enviro leaders.
Students with high learning needs and abilities are well supported and provided for. The lead teacher (SENCO) in this area carefully coordinates these programmes. There are effective systems for identifying and monitoring identified students. Students benefit from the support of skilful teacher aides.
The school has a significant number of students who have English as a second language (ESOL). These students receive comprehensive programmes to support their class learning and their overall involvement in the life of the school.
Over the past three years professional learning and development has focused on:
- literacy and mathematics
- using ICT to enhance teaching and learning
- giving greater emphasis to students managing their own learning
- students being able to access their learning beyond the classroom.
Alongside these developments leaders and teachers have successfully maintained the school’s inquiry approach to learning. The changes in senior leadership over the past three years have caused some interruption to the flow of some developments. The principal has identified the need to review the school’s curriculum guidelines and delivery plans to improve coherence and consistency across the school. This should help ensure that teaching practice in all classrooms is consistent with school expectations.
How effectively does the school promote educational success for Māori, as Māori?
The school’s curriculum is responsive to promoting educational success for Māori students.
Students enjoy the opportunities they have to learn about their culture, speak and hear te reo Māori and be part of the kapa haka group. They especially enjoy performing at significant school and local events.
Māori students are achieving well in reading, writing and mathematics in relation to the National Standards. They told ERO that they appreciate the range of sporting, cultural and EOTC opportunities they take part in at the school.
The school is building stronger relationships with their whānau Māori and have consulted with them about their aspirations and expectations.
Greater analysis of Māori student achievement and progress information should enhance teaching and learning programmes and approaches for these students to improve their educational outcomes.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school has sustained its performance over the past three years. It will be better placed to improve its performance when the areas for review and development identified in this report are addressed.
Trustees and team leaders had a greater involvement in developing the strategic and annual plans for 2015.
The performance management process for teachers and team leaders has a sound framework with good links to the school’s focus areas, achievement targets and professional learning and development. This focus is increasing teachers’ awareness of lifting student achievement through more-targeted teaching.
Areas for review and development
The trustees and principal need to:
- ensure that the goals in the strategic and annual plans are aligned
- provide indicators of success for the intended outcomes in school-wide planning
- clearly show how the strategic goals are to be implemented through a detailed annual planning.
- More comprehensive and coherent planning should provide better clarity and direction for the school’s priority developments.
The expertise and knowledge of leaders are still being developed to create a cohesive leadership team to provide direction for all staff. The principal needs to provide more intentional guidance to ensure the expectations of leaders are clear so that they are able to better fulfil their roles.
The board needs to strengthen its role in the performance management of the principal. This should include:
- setting the principal’s performance agreement collaboratively with the principal
- receiving interim reports in relation to progress in achieving the principal’s goals
- ensuring the principal is well supported by PLD relevant to the set goals.
As part of the ongoing school review process, ERO recommends that the board carries out regular anonymous surveys of staff to help it gauge the satisfaction of its employees.
Provision for international students
The school is a signatory to the Code of Practice for the Pastoral Care if International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review there were six international students attending the school.
The international students are well integrated into the school community. The school has effective processes for ensuring the wellbeing of these students, including regular meetings with the students’ parents.
Students’ learning needs are well addressed in classroom programmes and through the school’s ESOL programme. Individual student’s progress and achievement is well monitored. The school recognises the need to report to the board on the progress and achievement of these students as a group.
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
This is a large, welcoming and inclusive primary school. Students’ learning is promoted and supported through a rich and broad curriculum. Teachers use achievement information well to inform their teaching. The school will be better placed to enhance student outcomes when the areas for development identified in this report are addressed.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Southern
15 June 2015
About the School
Location |
Queenstown |
|
Ministry of Education profile number |
4005 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
598 |
|
Number of international students |
6 |
|
Gender composition |
Girls: 52% Boys: 48% |
|
Ethnic composition |
Pākehā Māori Asian Pacific Other European Other |
66% 7% 8% 1% 3% 15% |
Review team on site |
April 2015 |
|
Date of this report |
15 June 2015 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2011 August 2008 January 2005 |