Fairhall School

School Context

Fairhall School, Blenheim, caters for students in Years 1 to 8. Of the 199 enrolled, nine percent of Fairhall learners identify as Māori.

The school’s vision of a ‘Pathway to Excellence – Ara ki te hiranga’ is underpinned by the PRIDE values of Personal Best - whakarira, Respect - whakaute, Integrity – ngakaupono, Determination – whakatohi, and Enjoyment – rekareka.

Strategic goals focus on providing positive learning pathways for achievement, delivering future focused teaching and learning, and developing a school environment that enhances learning through cultural responsiveness and community engagement.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in relation to progress and achievement in reading, writing and mathematics.

Since the December 2015 ERO review there have been few changes to staff. The board is a mix of established and newly-elected members.

Mathematics is the focus of current schoolwide professional learning and development. Staff are also learning te reo Māori. Both programmes are led by external facilitators.

The school is a Green/Gold Enviroschool. It is a member of the Piritahi Kāhui Ako|Community of Learning.

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 promoting equitable and excellent outcomes for all students.

School achievement information since 2016 indicates that most students, including Māori, achieve at or above the school’s curriculum expectations in writing and mathematics. Almost all students achieve at or above expectations in reading.

In 2016 and 2017, boys’ achievement in writing was lower than that of girls. The school responded to this disparity and in 2018 there was minimal difference in writing outcomes across all groups of students. In 2018, boys achieved better than girls in mathematics. Strategies to raise girls’ achievement are in place to address this disparity.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is effectively responding to those students whose learning and achievement needs accelerating. Information for 2018 shows that many students, including Māori and the school’s targeted students, made accelerated progress and are now on track to achieve at expected levels.

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?

Trustees and leaders strongly promote equity and excellence for all students. An improvement focused strategic plan includes clear goals to support learners meet their full potential. Appropriate achievement targets, clearly aligned to school priorities, focus on acceleration for students at risk of not achieving.

Teachers use a suitable range of nationally-referenced tools to gather achievement data. Students at risk of not achieving are well known and appropriate teaching strategies and programmes are implemented to assist them with their learning. Sound moderation practice supports teachers to make dependable judgements about student achievement in reading, writing and mathematics. The board scrutinises achievement information and uses it well to inform decisions.

Teachers make effective use of learning environments to promote student participation and engagement. Students work collaboratively, responding to the range of learning opportunities. They confidently express their ideas and can articulate what they are learning.

The school has developed, and is beginning to implement, a culturally responsive schooling action plan. New initiatives include the introduction of kapa haka and professional development in te reo Māori for staff.

The principal has a well-considered, highly reflective and improvement-focused leadership approach. Positive collegial relationships are evident across staff, children and whānau.

Leaders and teachers are reflective and gather a comprehensive range of information to support decisions about improvement. An appropriate internal evaluation framework supports them to evaluate the impact of curriculum delivery in specific learning areas. Teachers inquire into the effectiveness of their teaching of target students using a collaborative, well-considered process.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leadership has identified that the documented curriculum needs further review and development. ERO’s evaluation supports this direction. This revised documentation should better reflect and guide current practices, priorities and initiatives, including opportunities for second language learning in years 7 and 8. A clearer focus on the local context and the bicultural nature of Aotearoa New Zealand is required. Further consultation with students, families and whānau should inform this curriculum development and promote children’s cultures, languages and identities.

3 Other Matters

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of 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 was one international student attending the school. Appropriate support and education is provided. Sound processes are used to review provision and outcomes for international students.

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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Fairhall School’s performance in achieving valued outcomes for its students is: Strong.

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:

• an improvement-focused strategic plan that clearly outlines goals to support learners meet their full potential
• learning environments that promote student participation and engagement
• a well-considered, highly reflective and strongly improvement-focused leadership approach that promotes a collective response to the needs of all learners
• an appropriate internal evaluation framework to inform decisions about improvement.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• continuing to review the documented curriculum to better reflect and guide current practice, priorities and initiatives, and ensure a clearer focus on the local context and bicultural nature of Aotearoa New Zealand.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

26 September 2019

About the school

Findings

Fairhall School is very well supported by its rural community. The school is very well governed and managed. School values are highly evident and well embedded. Leaders and staff are professional, strongly committed to ongoing improvement and positive learning outcomes for all students. Most students achieve very well against the National Standards.

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?

Fairhall School is very well supported by its rural community. The school’s PRIDE values are highly evident and well embedded in all aspects of the school. The strong focus on the environment and sustainable practices is a key feature of the school.

Leaders and staff actively foster inclusive and positive relationships across the school.

Since the 2011 ERO review, there have been significant changes in staffing. The board and principal have made good progress with the recommendations from the previous ERO report. They have accessed a range of useful professional development to support the school-wide focus on ongoing improvement.

The school is a signatory to the Code of Compliance for Pastoral Care of International Students (the Code).

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Teachers make very good use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Most students achieve very well in relation to the National Standards and are achieving above national expectations. Teachers have identified and responded to the need for some students to have additional support in mathematics in 2015.

School leaders have improved the school’s systems for storing and managing student achievement information. This has enabled teachers to identify and track achievement patterns over time. Teachers follow explicit school-wide guidelines for assessment and planning. Regular use of a range of effective assessment tools helps teachers to meet individual students' specific needs. Classroom planning clearly identifies ways to support these learning needs. The school makes good use of external expertise to further support students when needed.

There are effective processes in place to promote communication between the school and home. Parents are well informed of their children’s learning through regular reporting.

The school has identified that it needs to continue to extend moderation practices within the school and with other local schools.

The 2014 targets to lift student achievement were more useful than the 2015 targets. The 2014 targets better identified those students most at risk of not achieving and were more explicit and measureable. These targets provide a useful model for future targets.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively supports and promotes learning. Students learn, achieve and progress in a caring, collaborative, inclusive learning community.

There are many opportunities for older students to take on leadership responsibilities. This includes older students working alongside and helping younger students with their learning.

Many students are confident and articulate when talking to others. Oral language is a key focus of the curriculum and very well reinforced through established practices. Leaders and staff listen to students, value their opinions and are responsive to their ideas.

Students benefit from a wide range of meaningful learning opportunities, both within and beyond the classroom, that reflect the local community and school priorities. There is a strong emphasis on the teaching of literacy, mathematics and science. This includes a very successful enviro-schools programme.

Teachers work well together to develop a range of effective strategies to engage students in their learning. They follow a systematic process to review the curriculum, promote reflective teaching practices and continually inform improvements to teaching and learning.

The next step for school leaders is to give prominence to bicultural perspectives across guiding documentation to enable all students to hear and use te reo Māori and to learn about Māori culture.

How effectively does the school promote educational success for Māori, as Māori?

The school actively consults with its Māori community to develop ways of supporting educational success for Māori. Feedback is shared regularly with Māori whānau.

Most Māori students are achieving well and exceeding national expectations.

The school should continue to strengthen the opportunities for Māori students to have their language, culture and identity affirmed and valued.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. The board, principal and staff are future focused, open to new learning and strongly committed to ongoing improvement.

Trustees have good levels of expertise and experience that is well used to strengthen board practices. There is strong alignment between key documents to guide the effective operation of the school. The board has developed useful and systematic self-review processes that are aligned to school priorities. Outcomes of reviews inform the future direction of the school.

The board provides specific resourcing to support student learning. This includes appropriate and ongoing professional development for all staff. Trustees are highly supportive of the principal's and staff wellbeing. There are good levels of communication and consultation with the school’s community.

The school is well led and managed. Leadership promotes a reflective culture, encourages open and transparent communication and builds effective participation and collaboration with all staff. Decision making is well considered and uses a range of evidence, including multiple perspectives.

The board, principal and senior leaders have high expectations for teaching and learning. Appraisal has been strengthened to include a process for teachers to inquire more deeply into their practice. Teachers are provided with useful feedback to promote continuous improvement. Targeted professional development is aligned to the appraisal process and school priorities.

Staff work well together and communicate effectively. There are many opportunities for teachers to use their strengths and build their leadership capacity.

5 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

Fairhall School is very well supported by its rural community. The school is very well governed and managed. School values are highly evident and well embedded. Leaders and staff are professional, strongly committed to ongoing improvement and positive learning outcomes for all students. Most students achieve very well against the National Standards.

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

Chris Rowe

Deputy Chief Review Officer Southern Acting

2 December 2015

About the School