Linden School

Findings

Linden School has made significant progress in improving systems and processes that impact on student learning. All students are well known by teachers and leaders, who monitor and track their progress. Those who are not yet making sufficient progress are provided with specific teaching and interventions.  Raising student achievement is a priority.

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

1 Background and Context

What is the background and context for this school’s review?

Linden School provides education for students in Years 1 to 6. At the time of this ERO review the roll was 92, with 25 students identifying as Māori and 22 of Pacific heritage. Learners with high needs are supported by teachers and teacher aides in classrooms.

In May 2015, ERO reported the need for urgent action to:

• redevelop the school curriculum
• improve teachers’ use of achievement information for making appropriate teaching decisions
• refine processes for teachers to examine their own practices.

ERO determined that the school needed ongoing support and a longitudinal review process was begun. The Ministry of Education appointed a Student Achievement Facilitator (SAF) who assisted in supporting improved classroom practices. This support cycle is now completed.

There have been significant numbers of staff changes since ERO’s 2015 review. The senior leadership team currently includes the principal and two acting deputy principal teachers.

The board of trustees is a newly formed stewardship group.

Linden School is one of a group of schools in the Tawa area working within a Kāhui Ako / Community of Learning.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The priorities for review and development during ERO’s two year review process were to:

• redevelop the school curriculum to reflect the New Zealand Curriculum and the aspirations of its community
• improve the gathering, monitoring, tracking and use of progress and achievement information for teaching
• refine teaching as inquiry practices and strengthen the appraisal system
• improve school practices to promote Māori as Māori at Linden School.

Progress

Significant improvements in systems and processes that impact on student learning are highly evident in management and operation.

Over time the curriculum has been redeveloped and is now presented in a useful document. Its content is localised and culturally responsive to the students and families of the school community. Plans are in place for ongoing evaluation of the effectiveness of the curriculum, reviewing how well it promotes engagement, progress and achievement. There is a focus on ‘building a community of learners who engage in their learning, strive hard during their learning and then thrive on their successes.’

Classroom teaching and use of student achievement information has improved. Timely professional development, especially in literacy teaching, has helped to support teachers. Student progress and achievement information is discussed in designated meetings when teachers share strategies for focused teaching. A collective vision for implementing programmes that lead to positive outcomes for students is evident. As a result, some students make accelerated progress.

Within the school, moderation of students’ learning and achievement in relation to National Standards is improving. Now teachers should focus on the progress students make within programmes, strategies and initiatives.

Deliberate strategies to further develop teachers’ competency in teaching Māori students is in place. This includes teachers developing and evaluating personal professional goals and the implementation of a schoolwide project to expand teachers' knowledge of te ao Māori. A visit with local iwi to places of significance is valued by staff.

It is an ongoing challenge for leaders and teachers to accelerate the progress of some Māori and Pacific students. It is necessary to further focus on these students so their potential is realised and reflected in relation to the National Standards. A planned review of the styles of delivery, especially in the senior school should support this commitment to Māori and Pacific students’ success. Accelerating their progress is an agreed school priority.

Students with additional needs are well supported in the classroom, so they can participate in and contribute to schoolwide learning opportunities.

The appraisal system and the inquiry cycle for teachers to consider their practice has been strengthened. To further build a positive, professional teaching culture these processes should be a deliberate strategy for schoolwide improvement.

Over the course of this review the principal’s reporting to the board and to ERO demonstrates a commitment to accelerating students’ achievement in reading, writing and mathematics.

Key next steps

teachers should continue to focus on accelerating the progress of students who identify as Māori or Pacific so that all children achieve at expected levels.

leaders and teachers should monitor student progress within strategies and initiatives, to track the usefulness and effectiveness of these programmes.

3 Sustainable performance and self review

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

Linden School is well placed to continue to improve and review its performance.

Students continue to be nurtured. Successes are celebrated. A positive school culture is evident and teachers relate well to students. The values of HEART; helpful, empathy, aroha, respect and trustworthy, guide expectations for how people work together.

Families and children are well known by the principal and teachers.

The school’s written and implemented action plans and systems support ongoing improvement.

Openness to ongoing learning by staff is strong, through improved focus on the use of student achievement data and evidence-based decision making and planning.

Systematic analysis of information is helping the school to focus teachers' attention on students who have not yet enjoyed equitable outcomes at school.

Trustees are building their understanding of the role of stewardship. They gain support from external expertise and are active in Tawa based school initiatives. It is necessary to prioritise principal appraisal so it is well managed for ongoing improvement and professional growth.

Leaders, staff and trustees are to continue to seek appropriate support to embed and continue to evaluate the initiatives in place that support students’ ongoing learning and school experiences.

Many of the improvements are new and require consolidation to ensure they are sustained. 

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

Linden School has made significant progress in improving systems and processes that impact on student learning. All students are well known by teachers and leaders, who monitor and track their progress. Those who are not yet making sufficient progress are provided with specific teaching and interventions. Raising student achievement is a priority.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

21 June 2017

About the School