Fernworth Primary School

Findings

Fernworth School has effectively addressed the identified priorities for improvement. The trustees, principal and teachers are working together to ensure positive outcomes for all students. Key school practices are successfully supporting students to lift their achievement levels. The school has established a solid foundation of leadership, relationships and sound curriculum delivery that should continue this improvement of student progress and achievement.

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Fernworth Primary School’s performance in achieving valued outcomes for its students is: Well placed.

1 Background and Context

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

This report outlines Fernworth School’s progress in addressing the areas for review and development in ERO’s 2017 Education Review report. That report identified the need to have a school-wide focus on raising student achievement, sustaining new learnings and building relational trust within the school community.

There are 260 students at the school, 30% of the students identify as Māori and 14% have Pacific heritage.

The board has a mix of new and experienced trustees. Since 2019:

• a new principal has been appointed, endorsed by the Ministry of Education’s principal recruitment allowance process

• senior leaders appointed to the deputy principal positions

• several new teachers have joined the staff.

The school focused initially on building the teaching capacity and lifting achievement in literacy. This focus has now been extended to all learning areas of the New Zealand Curriculum with a strong emphasis on effective teaching.

Murihiku Marae/Waihopai Runaka has gifted the name ‘Te Kura o Whare Pā’ to the school. The school has worked with parents, whānau and the marae/runaka to develop a new vision and the values of whakapono and manaakitanga.

2 Review and Development

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

Priorities identified for review and development

The 2017 ERO report identified that the school needed to strengthen the following areas:

• school-wide focus and systems to better support students’ learning

• relational trust within the school staff to enable collective ownership and collaborative practice

• in-depth analysis of achievement data to know about and respond more effectively to the students whose learning and achievement need to be accelerated

• effective teaching to establish conditions that achieve and sustain sufficient rates of progress for students’ learning.

Progress

The principal, teachers and trustees have made significant progress to address the areas identified in ERO’s 2017 report.

• at the beginning of 2019 there were very low levels of achievement in reading and writing

• there were significant improvements in achievement levels over 2019 in reading and writing

• by the end of 2019 the majority of students were achieving at the school’s expectation in reading and numeracy and less than half in writing

• in the first half of 2020 most students made at least six months progress in reading, writing and number, of note is the high levels of progress boys made in reading

• most students achieved at or beyond expectation in the arts, technology, social sciences, science, health and aspects of Te Ao Māori and a large majority of students met or exceeded expectations in visual language, oral language and te reo Māori

• students in 2020 feel positive about their school and being at school, with almost all students positively engaged in their classroom activities.

The school’s 2019 target to accelerate the learning of half of the students who were achieving below their expected reading levels was met. Monitoring information indicates the school is well on track to meet its 2020 writing target of accelerating the progress of students achieving below their expectations.

Teaching and learning is very effectively supported by a range of school-wide systems and practices. Leaders and teachers have worked together in the establishment and ongoing development of these systems and practices. They have developed expectations of learning for each year level for reading, writing and mathematics. Clear procedures guide teachers for the planning, teaching, assessment and reporting across all learning areas. The school-wide focus on valuing and recognising students’ language, culture and identity is successfully creating a sense of belonging to the school for all students and their whānau. Consistency of practice and coherency of learning across the school is now evident.

The principal has developed high levels of relational trust in all areas of the school community. Parents, whānau and the wider community are valued and actively involved in the life and work of the school. There are rich reciprocal, learning-centred relationships between home and school. The school is more involved in its local community, in particular the educationally focused relationships with the local marae. The strong relational trust between the leadership team and teaching staff is supporting collaboration and receptiveness to change and improvement. Students’ learning and the school’s curriculum is enriched by the strong partnerships with whānau and community.

Teachers have made significant progress in increasing their ability to make sense of learning and wellbeing information for individual students, their classes and the whole school. Robust assessment and moderation systems are used to ensure consistency of judgements across the school. Teachers work together to analyse data and identify what is working well and what needs improving. This useful analysis informs their teaching to support all students make appropriate progress. Teachers and leaders regularly monitor student progress over time and inquire into the effectiveness of their teaching.

Students benefit from very purposeful and deliberate teaching. Teachers use a range of effective and proven strategies. Clear guidelines, and timely and relevant professional learning and development continues to build the consistency of teaching practice across the school. Good use of class instructional time maximises the learning opportunities for all students. Additional programmes tailored to students’ needs support their class learning. Students have increasingly effective, sufficient and equitable opportunities to learn.

3 Sustainable performance and self review

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

The school implements effective processes and practices to sustain and continue to improve and review its performance.

The leadership team has an unrelenting focus on lifting student achievement by creating orderly and supportive environments conducive to student learning and wellbeing. They are developing a school community that is inclusive, values diversity and promotes student wellbeing. The principal worked collaboratively with the community to establish a compelling vision for the school. She has a carefully considered vision for future developments. Staff are well supported to build their leadership capacity.

Trustees are guided by their concise and specific strategic plan for student learning, wellbeing and progress. They are well informed by informative reports from the principal about student achievement, self-review findings, and progress towards achieving strategic goals. They take part in professional development and work collaboratively to grow their shared understanding of their roles and responsibilities.

Documents guiding school direction and organisation are closely aligned, giving a clear focus for ongoing development. These include school-wide planning, professional development plans and an appropriate well-implemented appraisal process.

Internal evaluation to improve student outcomes is integral to all school operations. The evaluations are consistently supported by analysed data, research, identified good practice and stakeholder input. Regular evaluation leads to further refinements of systems and practices.

Key next steps

School leaders have identified, and ERO agrees, the following next steps.

Leaders and teachers continue to:

• embed and refine the recently developed school-wide systems and practices to continue to lift student achievement levels

• deepen student involvement in their learning to increase their enagagement and enjoyment of learning.

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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Fernworth School has effectively addressed the identified priorities for improvement. The trustees, principal and teachers are working together to ensure positive outcomes for all students. Key school practices are successfully supporting students to lift their achievement levels. The school has established a solid foundation of leadership, relationships and sound curriculum delivery that should continue this improvement of student progress and achievement.

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Fernworth Primary School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini

26 January 2021

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Summary

Fernworth Primary School has a roll of 309 children. This includes 112 Māori children and 28 Pacific children. Since the last ERO review (2014) there have been many changes in trustees and staff, including new senior and middle leaders.

Between 2014 and 2016 the school received a significant level of professional learning and support from the Ministry of Education, New Zealand School Trustees Association and other organisations. The programmes and systems developed from this support have not been adequately sustained to improve children’s educational outcomes. Consequently many of the areas for improvement identified in the 2014 ERO review remain areas of concern.

School achievement records show minimal improvement in 2014 and 2015, with a decline in achievement in 2016. End of 2016 achievement information showed that 60% of all children were reading at or above the National Standards. Less than half of all children were achieving at or above the standards in writing and mathematics.

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

The school is not effectively responding to Māori, Pacific and other children whose learning and achievement need acceleration. It has few processes and practices securely in place that are resulting in sustained improvements in achievement and progress.

Trustees, leaders and teachers need to have a more urgent and relentless focus on the achievement and progress of all learners.

At the time of this review, the lack of relational trust within leadership teams was impacting negatively on outcomes for children.

This school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

Equity and excellence

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

The school is not effectively responding to Māori, Pacific and other children whose learning and achievement need acceleration. The school has poor systems for ensuring the consistency of achievement and progress judgements within the school.

In 2014 and 2015 school information shows approximately 66% children were reading at or above the relevant National Standards. About 50% of the children were writing at or above expected levels and 61% of students were achieving in mathematics. The levels of achievement dropped in all three areas in 2016, with the most significant drop in mathematics.

Māori children have achieved at the same level or better than other ethnic groups in all areas over the last three years. Māori children’s achievement levels also dropped in 2016.

Approximately 50% of Pacific children achieved at or above expected levels for reading and mathematics. Achievement in writing was lower.

Boys’ writing and reading achievement levels were significantly lower than girls in 2014 to 2016.

The school’s information about the progress of children receiving additional learning programmes shows that teachers have:

• had varied success in accelerating children’s progress
• not always maintained the progress of these children.

The school encourages children to be safe, respectful learners. School indicators show an increase in the proportion of children demonstrating respectful behaviours.

School conditions supporting equity and excellence

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

ERO found evidence of some programmes and practices that have been effective in supporting the progress and achievement of children.

Programmes and practices that have had a positive impact on children’s learning include:

• regular tikanga and te reo Māori programmes that are giving Māori children and their whānau a greater sense of belonging, identity and increased engagement

• the writing programme provided in 2014 and 2015

• the mathematics interventions in 2016, including a focus on engaging parents in helping their children’s learning

• a range of programmes and organised break-time activities to promote positive interactions among children.

Sustainable development for equity and excellence

Many useful systems, processes and practices introduced into the school have not been embedded and sustained. These include: learning progressions for reading, writing and mathematics, teaching expectations, and assessment and moderation processes.

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

Children’s achievement, progress and learning is not sufficiently prioritised. Trustees, leaders and teachers do not have a collective ownership of the challenge to raise achievement levels. This is evidenced by:

• unclear roles and responsibilities connected to implementing school plans and structures

• ineffective use of appraisals, including the principal’s appraisal, to focus on children’s achievement

• inconsistent analysis of data for individuals, groups of learners and whole school to evaluate the impact of teaching and inform learning priorities.

The leadership in the school is not working together to ensure a concerted effort for school improvement. The leaders are not managing the change required to ensure that expectations for teaching and learning are embedded.

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?

At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are the lack of:

• school-wide focus on lifting the achievement levels, especially of those children at risk of poor outcomes
• relational trust within the leadership teams
• sustainability of new learning, systems and processes.

Leaders and teachers:

• have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
• have not yet adequately established necessary conditions to effectively accelerate learning and achievement
• are not well placed to achieve and sustain accelerated achievement for all children who need it.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

Recommendation

ERO recommends that the Ministry of Education consider providing support for the school in order to bring about the following improvements:

• leadership of the school
• sustainable systems that have a positive impact on teaching and learning.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

20 April 2017

About the school