Ormiston Primary School

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Summary

Ormiston Primary School is part of the Ormiston Community Campus along with the junior and senior colleges. The school is in its third year of operation and caters for children from Years 1 to 6. Stage two of the school facilities is under construction. The school will have capacity for 700 children.

There are currently 447 children enrolled at the school. The school’s culturally diverse roll comprises 5 percent Māori, 29 percent Indian, 26 percent Chinese, 7 percent Cambodian and 6 percent Pākehā. There are also children of many other ethnicities.

Kelston Deaf Education Centre (KDEC) class.Many of the families are new to New Zealand. Over half of the children attending the school are supported to learn English as an additional language. The school is a host for a

An elected board of trustees has recently replaced the Establishment Board of Trustees. This new board will provide stewardship for both the primary school and junior college.

Since ERO’s 2015 New Schools Assurance Review, the school has had significant roll growth across all year levels. School leaders report that ongoing challenges to recruit teachers with relevant experience, has emphasised the importance of effective induction and refresher programmes for all staff.

How well is the school achieving equitable outcomes for all children?

The school has processes that are likely to be effective in enabling the achievement of equity and excellence. These include systems and frameworks to guide teachers’ practice, professional learning opportunities, and community and parent relationships.

Due to the school’s short history and rapid roll growth, limited comparisons or trends in student achievement data can be made. Approximately 60 percent of children achieve at or above the National Standards in reading, writing and mathematics. Overall achievement in these learning areas is improving. Some disparities in achievement between groups of children are evident.

Relevant priorities for further development focus on gaining consistency of effective teaching and assessment practices, and strengthening the school’s internal evaluation processes. The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and other learners remains.

ERO is likely to carry out the next review in three years.

Equity and excellence

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

The school is developing ways to respond to Māori and other children whose progress needs acceleration. It has a range of processes and interventions in place that are likely to enable the achievement of equity and excellence.

The school’s achievement information shows that overall, approximately 60 percent of children attain the National Standards in reading, writing and mathematics. School achievement data shows a disparity for Māori in reading and mathematics, and for Pacific in writing and mathematics. There is also gender disparity for boys in these three learning areas.

School leaders are aware of the need to continue to build shared understandings of effective assessment practices that will support teachers to make judgements about children’s learning. School leaders now have sufficient data to begin identifying trends and patterns of achievement for children who have been at the school for some time, and also for those groups of children who are new.

Large numbers of children are identified as target learners.Some are children at risk of poor educational outcomes while for others, extending their learning is a priority. Experienced teachers and several learning assistants work closely with groups of children who are English language learners. Comprehensive systems and frameworks are used to track and monitor children’s progress and achievement.

Teachers’ professional conversations about the target children for whose learning they share responsibility, help to decide ways to respond. School data show that many of these children make accelerated progress.

The school is continuing to refine its systems for making dependable achievement judgements. Some moderation of writing samples within and across teams of teachers has been undertaken. Senior leaders moderate overall teacher judgements (OTJs) that are reported to parents.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has some goodsystems, processes and practices in place that are likely to be effective in supporting equity and excellence for learners.

The Ormiston group of schools has the potential to be a new model for education in New Zealand. The coherent education pathway that is emerging offers inherent possibilities for meeting children’s learning needs and abilities and for collaboration. The sharing of facilities and other resources fits well with the ‘one campus’ approach.

An aspirational vision underpins the school direction. The four vision principles (curious, connected, capable, and collaborative) are cornerstones for school documentation and processes. These principles are well understood by all and highly evident in the school culture.

Comprehensive systems, frameworks and processes are in place to support school operations and organisation. Digital platforms promote transparency of processes and collaboration between teachers. The appraisal process supports teachers well to improve their professional practice and to meet the requirements for the endorsement of practising certificates. Internal evaluation is based on an inquiry process already used in the school for other purposes.

Teachers have good opportunities to build on and improve their teaching practice. The board has resourced time for teams of teachers to connect and plan collaboratively, discuss children’s progress and find ways to respond to identified learning strengths and needs. In some teaching teams this process along with critical feedback and reflection, is well established and promotes positive conditions for children’s learning.

The school has become a hub for the community. School leaders and teachers have developed an understanding of the complexities of their unique and rapidly growing community. Good opportunities have been created for community members to extend their learning through adult education classes. Families have electronic access to teachers’ planning and their children’s learning pathways. This helps to keep them informed and up-to-date with their children’s learning.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

In order to promote equity and excellence for all children, school leaders should ensure greater consistency of teaching practices across the school, in assessment literacy and the evaluation of interventions and innovations.

As the roll grows and new teachers join the school, next steps for school leaders include:

  • continuing to develop shared understandings of teaching and learning expectations to realise the school vision and support greater consistency across the school
  • continuing to use internal evaluation to determine the effectiveness of the curriculum, teacher practices and innovations in promoting positive outcomes for all learners
  • ensuring all teachers differentiate learning opportunities so that they continue to be responsive to the diverse learning needs of children
  • continuing to utilise effective assessment practices that will ensure the dependability of student achievement data.

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

  • 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 Vulnerable Children Act 2014.

Going forward

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

The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for Māori and/or other learners remains.

Next steps are for senior leaders to continue to:

  • work towards consistency of effective teaching practices

  • grow leaders’ and teachers’ data literacy capability

  • strengthen internal evaluation.

ERO is likely to carry out the next review in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

6 November 2017

About the school

Location

Auckland

Ministry of Education profile number

688

School type

Primary

School roll

447

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori

Pākehā

Indian

Chinese

Cambodian

Middle Eastern

Fijian

Samoan

Vietnamese

Cook Islands Māori Filipino

Japanese

other European

other ethnicities

3%

6%

29%

26%

7%

5%

4%

3%

3%

2%

2%

2%

2%

6%

Provision of Māori medium education

No

Review team on site

August 2017

Date of this report

6 November 2017

Most recent ERO report(s)

Assurance Review

December 2015

New School Assurance Review Report

Findings

Ormiston Primary School has made a good start in providing an innovative model of teaching and learning. A personalised and responsive curriculum supports students to become confident, self-managing learners. Students demonstrate high levels of engagement and are affirming of their school. Trustees and leaders provide effective governance and leadership.

ERO is likely to carry out the first full review of the school after 12 months as part of the regular review cycle for new schools.

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 Ormiston Primary School. 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

Ormiston Primary School opened in February 2015 and caters for students from Years 1 to 6. The school is part of the Ormiston Community Campus that currently consists of the primary school and senior college, with the junior college due to open on an adjacent site in 2017.

The school roll is currently 180. The school will ultimately provide for up to 700 students. Roll growth has been rapid, particularly in the junior area of the school. Students have been enrolled from a number of different schools and early childhood centres.

The school is a host school for the Kelston Deaf Education Centre (KDEC). Currently 15 hearing-impaired students across Years 1 to 6 attend the school. The inclusion of KDEC staff and students is valued.

The setup phase of the new school, including developing governance and management frameworks, has been capably led and managed by the establishment board and governance facilitator, the principal (Leader of Learning) and two senior leaders (Associate Leaders of Learning).

3 Findings

The Ormiston Primary School vision guides the school’s curriculum design and implementation. The school’s curriculum is clearly aligned with The New Zealand Curriculum and incorporates elements of Te Whāriki, the New Zealand early childhood curriculum.

Notable features of the school’s curriculum include:

  • a personalised approach to learning
  • relevant learning contexts that reflect and build on children’s interests
  • approaches that are well grounded in current educational research and literature
  • the use of digital technologies as an integral part of teaching and learning.

The school’s four vision principles (curious, collaborative, connected and capable) underpin teaching and learning programmes, and provide a framework for many other aspects of school operations.

Children are highly engaged in their learning. They value opportunities to be involved in decision making about their learning and many aspects of daily school operations, including major school events. Children at all year levels have meaningful opportunities to take on leadership roles.

Teachers use the modern learning environment well to enable children to make choices, share learning, and work both independently and collaboratively. Open and shared teaching spaces allow flexibility for teachers and children in learning interactions.

Assessment processes have been established for monitoring children’s progress and achievement. Parents receive regular information about their children’s learning through narrative assessments, learning stories and reporting in relation to National Standards in reading, writing and mathematics. Trustees receive ongoing reports about student progress and achievement.

School leaders have established an inclusive and welcoming culture. The use of New Zealand sign language is well embedded as part of school culture. Teachers and children are confident and increasingly fluent in using NZ sign language as part of all school activities. For many of the children this is their third or fourth language. Parents affirm the way in which teachers engage their children, stimulate their enthusiasm for learning and are growing their confidence and self-management skills.

Senior leaders are working strategically to implement the school vision and direction. They provide good support for teachers as they continue to develop shared understanding of teaching and learning approaches and embed good practices. School appraisal systems are being implemented in a way that contributes to building a reflective school culture. Induction of new staff will be ongoing as the school continues to grow.

The diverse cultural makeup of the school population reflects the school community. One of the ongoing development points for school leaders is to ensure that the curriculum is responsive to the children’s context and cultural heritage while also reflecting the school’s commitment to honouring bi-culturalism. The earlier consultation with iwi in the development stage of the school will provide a foundation for this work.

The establishment board and senior leaders have been proactive in establishing effective communication with the parent community. Parents value the school’s open door policy and feel welcome at the school. School leaders are continuing to develop opportunities for parents to engage with the school’s approach to teaching and learning, to ensure that parents are kept informed about all aspects of their children’s education. Digital learning technologies are helping to build partnerships in learning between the children, their home and the school.

Good strategic planning and documentation are providing a sound platform to guide school development. Self-review processes have been established, including a board work plan to guide self review. Leaders and trustees are continuing to refine systems to implement the school’s vision for learning and to promote continuous improvement. They are considering how they can continue to build leadership skills and capability to best support the next phases of school development.

Trustees bring a depth of experience and expertise to their roles, and are continuing to build individual and collective capability. The Establishment Board is also responsible for the establishment of Ormiston Junior College. Trustees are considering strategies to ensure a well-managed transition to an elected board of trustees to serve both schools in 2017.

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

Ormiston Primary School has made a good start in providing an innovative model of teaching and learning. A personalised and responsive curriculum supports students to become confident, self-managing learners. Students demonstrate high levels of engagement and are affirming of their school. Trustees and leaders provide effective governance and leadership.

ERO is likely to carry out the first full review of the school after 12 months as part of the regular review cycle for new schools.

Graham Randell

Deputy Chief Review Officer Northern

School Statistics

Location

Auckland

Ministry of Education profile number

688

School type

Contributing (Years 1 to 6)

School roll

180

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

Pākehā

Chinese

Indian

Cambodian

Fijian

Middle Eastern

other Asian

other

3%

7%

26%

25%

10%

10%

5%

3%

11%

Review team on site

November 2015

Date of this report

24 December 2015