Findings
Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.
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?
Edendale School is a long-standing, well-established, small rural school in a dairy-farming community in Southland. The school provides an inclusive and supportive environment where students' cultures are well valued.
Since the 2010 review, the school roll has remained stable. However, through the year a significant number of students arrive at and leave the school. There has also been a sharp increase in the number of students from overseas, including English as second language learners (ESOL). These changes are linked to the rapid growth of dairying in Southland.
The close and active community is very supportive of the school. Students participate in a wide variety of outdoor pursuits within and beyond the community. Parents continue to be valued as key partners in students’ learning and are kept well informed about new approaches and developments in the school.
Since the previous ERO review the principal and teachers have addressed the areas for review and development. They have extended their review of practices that support students' learning and achievement. The school has a closer relationship with local early childhood centres.
2. Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The school makes very good use of achievement information to promote students’ learning. Almost all students achieve at and above the National Standards in reading and writing. Students also perform well in mathematics. Teachers are focused on further raising achievement in mathematics.
Teachers use a number of reliable assessments and practices to identify students’ strengths and learning needs. Detailed analysis of assessment information in a range of curriculum areas is a strong feature. This achievement information is well analysed and is used effectively by teachers to provide appropriate support for students.
Teachers have developed useful practices that help them make accurate judgements about student achievement in literacy. This included working across the school and with a cluster of local schools to improve the validity of judgements.
Parents receive regular and useful information about how well their child is progressing against the National Standards. Senior leaders have established a detailed booklet that helps parents to see their child’s learning progress and achievement.
Teachers offer students a supportive learning environment. The next step is to support students to further develop their self-management skills so that they become increasingly responsible for their own learning.
3. Curriculum
How effectively does this school’s curriculum promote and support student learning?
Students benefit from a rich and effective curriculum that encourages the development of shared values and attitudes. The curriculum provides a wide range of meaningful learning opportunities. It is well documented and provides extensive guidelines for teachers.
The school’s vision, values and expectations for successful learning, developed in consultation with the school’s community, are actively promoted and well integrated into classrooms and school documentation.
Teachers are reflective and make appropriate changes in their practices and programmes to better meet identified needs. Well planned, relevant learning experiences and the use of a range of technologies support students' learning and engagement. The principal and teachers keep the board well informed about learning and achievement through detailed and informative curriculum reports.
Well-focussed and targeted professional development within the school, and the learning cluster, helps to contribute to consistent teaching strategies, and improved learning outcomes for students.
Teachers and managers have organised a comprehensive curriculum for students. The school curriculum could be strengthened further by:
- making biculturalism in each of the curriculum areas more evident
- increasing student voice in the design and delivery of the curriculum
- reviewing and refining the school values.
How effectively does the school promote educational success for Māori, as Māori?
The school is increasing its capacity to promote educational success for Māori, as Māori. The number of Māori students has doubled since the 2010 ERO review.
The school’s 2014 achievement information shows that Māori students are achieving at similar rates to their peers, particularly in reading and writing.
In term 4 2014 the school employed a teacher from a local school to provide opportunities for all students to learn te reo and tikanga Māori within their class programmes. Teachers have identified, and ERO agrees, that this is an area that they need to strengthen to ensure that all teachers have the necessary skills to continue the programme.
Managers and teachers have used Ministry of Education resources to consider ways to support Māori students to succeed as Māori. This is still in the early stages and is an area that they agree needs further development.
The board has provided opportunities for consultation with its Māori community. Trustees are aware that they need to consider a range of ways to successfully gather the views of all Māori families.
4. Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and improve its performance.
The board is well led by an experienced chairperson. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook. The board has a close working relationship with the principal and has a good understanding of its governance role.
The board, principal and senior leaders make very good use of self review. It is contributing to their ongoing school improvement.
The principal provides very detailed and useful information to the board on curriculum development, student achievement and progress against the board's strategic goals.
The principal and senior leaders work closely together, are proactive and lead their local cluster in regular professional development. They:
- are collaborative, have clearly defined roles and responsibilities and high expectations
- have established comprehensive internal systems and guidelines for teachers
- are actively involved in regular professional development with teachers
- closely monitor and support teachers.
The board monitors student achievement closely. It sets challenging student achievement targets. The targets should be refined to indicate the shift trustees would like to make over time for specific groups of 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
Edendale School is a well-established, small rural school in Southland. Most students achieve at or above the national standard in reading and writing. Students benefit from a rich curriculum that encourages the development of shared values and attitudes and provides a wide range of learning opportunities. The school is very well led. The board has a close working relationship with the principal. Trustees have a clear understanding of their roles and responsibilities and have a strategic outlook.
ERO is likely to carry out the next review in four-to-five years.
Graham Randell
Deputy Chief Review Officer Southern
29 June 2015
About the School
| Location | Southland | |
| Ministry of Education profile number | 3947 | |
| School type | Contributing (Years 1 to 6) | |
| School roll | 131 | |
| Gender composition | Girls 50%; Boys 50% | |
| Ethnic composition | NZ European/Pākehā Māori Asian Pacific Other | 76% 16% 6% 1% 1% |
| Review team on site | April 2015 | |
| Date of this report | 29 June 2015 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | 2010 2007 2004 |