Broadfield School

School Evaluation Report 

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context 

Broadfield School is a state co-educational school located near Christchurch, for students in Years 1 to 8. Broadfield School’s strategic priorities for improving outcomes for learners are to:

• create learning pathways that enable people to achieve success  
• lead collaborative, respectful learner focused relationships 
• provide an equitable and inclusive learning environment and an inspiring localised curriculum.

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the previous ERO report of June 2022, the school has been evaluating the extent to which students experience the vision and values of Broadfield School, effective teacher practice and a responsive and inspiring local curriculum. 

Expected Improvements and Findings

• Meaningful assessment and reporting practices focused on next steps.
  • The school uses a wide range of standardised assessments and has implemented a process of continual reporting.
• A revised localised curriculum which reflects the school values, teacher, student and community voice.
  • The school is in the process of implementing a localised curriculum that is linked to the strategic goals and has been developed with stakeholder consultation.
• Access and opportunities for learning for all students, particularly for those who are achieving below expectation.
  • Assessment data is tracked and monitored to inform next steps for teaching and learning at the school, class and individual student level.

The greatest shift that occurred in response to the school’s action is the shift in teacher practice through collaboration and targeted professional learning to deliver a revised curriculum.

Part B: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

• Most learners are working at or above the expected curriculum level in mathematics, reading and writing, including Māori and Pacific learners. The progress of students with specific learning needs is closely monitored and individual education plans are used to support their progress. 
• Attendance data gathered by the school shows that most students attend regularly.

Conditions to support learner success

• The school systematically gathers mid and end of year student achievement data in reading, writing and mathematics and tracks this longitudinally to evaluate the effectiveness of planning, teaching and assessment.
• School leaders and teachers have a clear understanding of acceleration and use this to set and report on expectations for progress for all learners.
• Professional development links to strategic goals and teacher practice to improve outcomes for students.

Student engagement is strongly promoted through teachers responding to learners' interests, aspirations and needs through deliberate planning and teaching.

• Teachers are effectively using data to design and deliver classroom programmes.
• Students, staff and wider whānau have embraced the school vision of dig deep to be the best you can be, resulting in positive achievement and engagement outcomes for students.

• Systems, processes and guidance for effective leadership and teaching are well-embedded to support sustainable change and improvement.
• The school has a systematic approach to self-review and a comprehensive plan to review key areas of the school operation. 
• The school incorporates te reo Māori and tikanga Māori regularly into the everyday practices and has a cultural narrative gifted by the local runanga.
• An inclusive school environment and culture supports diversity and student well-being.

Part C: Where to next?

The agreed next steps for the school are to: 

• continue to embed structured literacy approaches within the school to improve student outcomes in literacy.
• evaluate the effectiveness of teaching practices in literacy and mathematics to inform areas for further improvement.
• implement the change to continuous reporting of student achievement and evaluate its impact on student achievement and partnerships for learning. 

The agreed actions for the next improvement cycle and times are as follows:

Every six months:

• analyse and monitor achievement data to ensure that programmes continue to promote equity and excellence for all students 
• continue to implement timely reporting across the curriculum to ensure whānau are well informed about their child's learning.

Annually:

• review curriculum reporting tools and systems to ensure that data is actionable and supports learning
• collect and refine for high quality formative assessment to inform next steps for teaching and learning.

Actions taken against these next steps are expected to result in:

• improved achievement in literacy through the increased capability and continuity of structured literacy approaches across the school
• improved achievement in mathematics through the development of rich routines and tasks to deliver a balanced mathematics curriculum tailored to meeting students’ learning needs
• greater engagement in learning focused conversations by students and whānau.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki 

Let’s continue to work together for the greater good of all children

Shelley Booysen
Director of Schools

23 May 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027

As of March 2024, the Broadfield School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Broadfield School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

23 May 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home