Ararira Springs Primary- Te Puna o Ararira

1 Introduction

A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.

New School Assurance Reviews are generally undertaken within the first year of the school’s opening.

Terms of Reference

This review is based on an evaluation of the performance of Ararira Springs Primary- Te Puna o Ararira. The terms of reference for the review are to provide assurance to the community:

• that the school is well placed to provide for students
• that the school is operating in accordance with the vision articulated by the board of trustees.

2 Context

Ararira Springs is a new school established in Lincoln, Canterbury, to support significant population growth in the town and to alleviate the pressure on Lincoln Primary School.

Originally established as Lincoln South Primary School, the school is officially known as Ararira Springs Primary – Te Puna o Ararira. The chosen name ‘Ararira Springs Primary – Te Puna o Ararira’ reflects the values outlined in the community consultation report and accompanying cultural narrative.

3 Background

Since May 2018 the Education Review Office (ERO) has been kept well informed of school progress, a readiness to open report was completed by ERO in May of 2019. Ararira Springs School officially opened in January 2019 with 101 students, from Years 1 to 8. The roll has continued to increase as the community in Lincoln has grown. At the time of this review the roll was 213.

The school’s vision is Māku e whakatika (It starts with me). The school values of caring, curious and capable learners support the vision and encourage students to be able to make a difference in their world.

School trustee elections during 2020 have allowed the smooth transition from the establishment board to an elected board.

4 Findings

The school is well placed to provide for students.

The newly elected board has a mix of the previous establishment board members and newly elected trustees. This has ensured continuity of governance while also allowing for the representation of new families.

Collaborative practices and respectful relationships are evident at all levels of school operation. The Board of Trustees (BOT) and senior leaders work collaboratively. Teachers work within a shared learning environment with shared responsibility for the learning and wellbeing of their students. Respectful and strongly collaborative relationships with all stakeholders ensure that key working and guiding documents accurately reflect their aspirations and values.

School leaders have established an effective framework for school operations. This includes the development of policies and procedures to ensure the safety of all stakeholders and the smooth operation of the school.

There is a useful assessment framework including achievement expectations in place. Teachers and leaders use a range of valid reporting tools to ensure rich learner achievement information is collected, analysed and communicated to families.

Systems for identifying, monitoring and tracking students are well thought out. Students are well supported to achieve their personal best. This support comes from other learners, teachers, learning assistants, senior leaders and (where appropriate) external support agencies. These systems also identify students who are achieving above expectations and support the extension of their learning.

The school is operating in accordance with the vision articulated by the Board of Trustees.

The school’s vision is highly evident in all aspects of its operations. Effective, positive partnerships among trustees, staff, learners and families are based on a shared understanding of the school’s vision. Comprehensive consultation and communication have been fundamental to the well-considered design, development and delivery of the curriculum.  

The local cultural narrative has provided a base framework that underpins the school’s operations, values and relationships. The school’s vision and values have been linked to key Māori concepts after guidance from mana whenua. These concepts are actively taught and promoted in the life of the school. Naming of buildings, plantings in the school grounds and the development of the school’s name, colours and logo all link back the local cultural narrative.

Students clearly articulate the school values and can give examples of these values in practice. Leaders and teachers deliberately weave the school vision and values through teaching and learning The vision and values provide the basis for strategic planning and continued improvement.

The core values and vision are visible in the learning environment and in the actions of learners and teachers.

The school and ERO agree that the key priorities for the future are to continue to:

• develop internal evaluation processes and practices to better identify next steps for improvement and to ensure sustainability of the school’s vision and pedagogies during anticipated roll growth
• build processes to clarify and embed expectations for behaviour.

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:

• school management and reporting
• 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
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Conclusion

The school is well placed to provide for students. It is clearly evident that the board, leaders and staff are operating in accordance with the school’s vision. The school is well placed to sustain and improve its performance.

Dr Lesley Patterson
Director Review and Improvement Services
Southern Region - Te Tai Tini

2 March 2021

About the School