Summary
At the time of this review the Harewood School roll was 189, including 20 Māori children.
The school has maintained high levels of student achievement against the National Standards in reading, writing and mathematics since the 2013 ERO report. High levels of student achievement were also noted in that report.
The school has continued to build on the existing effective systems and practices for internal evaluation, assessing student achievement, curriculum delivery and children’s wellbeing. Significant progress has been made in building staff capability and integration of te reo and tikanga Māori into the curriculum.
Staffing has remained stable. The principal and deputy principal have been in their positions for a number of years. There have been a number of changes in board membership.
The school is a member of the Waimairi-iri Kāhui Ako l Community of Learning (CoL).
How well is the school achieving equitable outcomes for all children?
The school is strongly focused on achieving equitable outcomes for all children, particularly those children whose achievement needs acceleration.
The school has many effective systems and practices that are enabling achievement of equity and excellence. Of particular significance is the leadership of the school and the strong focus on individual learners, their achievement, progress and wellbeing. Strong and effective learning partnerships with children, parents and whānau are ensuring children are well supported in their learning. Children are also actively involved in their learning.
Internal evaluation processes are embedded into most aspects of school operations. Leaders need to extend the scope of internal evaluation to include evaluation of the impact of initiatives to improve teaching and learning.
Leaders and teachers have identified, and ERO confirms that they should continue the review of the curriculum to ensure it reflects the current direction of the school.
At the time of this review most learners were achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. Overall, this school has successfully addressed in-school disparity in educational outcomes.
ERO is likely to carry out the next review in four-to-five years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school responds very effectively to Māori and other children whose learning and achievement need acceleration.
Children achieve very well in reading, writing and mathematics and have for a sustained period of time. There are very small disparities in the National Standards achievement of Māori in reading, writing and mathematics, and boys in reading and writing.
The school has very effective systems and practices for identifying and responding to children who need their achievement accelerated. Leaders and teachers regularly monitor and discuss the progress of these children within teaching and leadership teams. Teachers collaboratively identify approaches which are most effective in accelerating children’s progress. They make appropriate changes to their teaching as needed, usually in consultation with the child, parents and whānau.
Children with additional learning needs are well supported and their progress regularly monitored and accelerated. External agencies are appropriately used to support staff to accelerate the progress of these children.
Children’s progress in learning areas in addition to literacy and mathematics is closely monitored. Achievement across learning areas is reported against clear criteria that are linked to the curriculum levels and the National Standards.
The school has effective moderation processes that are well documented, regularly evaluated and involve teachers and leaders. Moderation across schools in the CoL is planned but has yet to be established.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
The school has effective, high quality processes to support equity and excellence.
The school has very high expectations for children’s achievement and wellbeing. High expectations for children is central to all decision making and is thoroughly monitored at all levels of the school. Teachers closely monitor children’s progress and achievement, particularly children who need their learning accelerated. Teaching teams scrutinise this information and collaboratively make decisions about current and future learning priorities. Leaders are strongly focused on the needs of each child. The school culture is inclusive. Children are engaged in their learning, work cooperatively and respect the needs of others.
Leaders and teachers have successfully established educationally powerful connections with children, parents and whānau. They are valued partners with the school in learning. Parents and children are kept well informed and their opinions on learning and progress are regularly sought. The information is used well to tailor learning and wellbeing to the child and family. Children know about and can discuss their learning and progress. Teachers support the parents at home to accelerate their child’s progress and achievement.
Te reo and tikanga Māori are becoming well integrated into the life of the school. Māori whānau and children’s opinions are regularly sought and valued. Teachers participate in regular, progressive professional development. This is increasing their knowledge and confidence, including their use of te reo Māori in class programmes. Māori children are proud of their Māori heritage and are leaders within the school.
Internal evaluation is embedded into nearly all aspects of school operations. Leaders and teachers make very good use of internal evaluation to identify what is going well and where further improvements can occur. There are strong links between internal evaluation, the strategic goals, school values, professional development and reporting. Leaders have the structures and processes in place to continue to sustain high-quality performance and improve outcomes for all children.
The school culture is strongly focused on improvement. Leaders successfully provide the vision, systems and practices that enable teachers to be confident in their roles and responsibilities, and remain committed to improving the quality of teaching and learning. Teachers reflect collectively on their practice, and provide and receive constructive feedback and support.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
The school has many high quality systems and processes in place. These could be further enhanced by strengthening aspects of internal evaluation such as evaluating the impact of initiatives to improve teaching and learning.
The school has begun the process of reviewing the curriculum. The school and ERO agree that this should include a focus on:
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bicultural inclusion
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involvement of children in decisions about the curriculum and their learning
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collaborative learning and teaching
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the role of digital technologies in learning.
The board and school leaders need to evaluate the effectiveness of governance as well as learning and teaching. They should also review the school targets to better reflect the school’s high expectations for student achievement and learning.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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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?
Learners are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.
Agreed next steps are to:
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review the school curriculum
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extend internal review practices
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review the effectiveness and impact of achievement target processes and use.
ERO is likely to carry out the next review in four-to-five years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
28 September 2017
About the school
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Location
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Christchurch
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Ministry of Education profile number
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3370
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School type
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Contributing (Years 1-6)
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School roll
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189
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Gender composition
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Boys 52%
Girls 48%
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Ethnic composition
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Māori 11%
Pākehā81%
Other 8%
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Review team on site
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August 2017
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Date of this report
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28 September 2017
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Most recent ERO report(s)
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Education Review March 2013
Education Review December 2009
Education Review November 2006
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