New River Primary

School Context

New River Primary has a current roll of 198 Years 1-6 students. A number of children are English language learners.

The school’s charter outlines the expectations of valued outcomes for students. These valued outcomes are based around identifying and celebrating children’s individual strengths and building their identity as successful learners. The school’s vision is to empower the whole school community by recognising, enhancing, and promoting their talents, skills and potential. The values of respectfulness, responsibility and honesty have created a positive learning environment for students.

To achieve these outcomes the school has identified strategic priorities. These are to accelerate progress and achievement in reading, writing and mathematics for students identified as priority learners. Other goals are: to continue building partnerships that empower students to explore their culture and heritage and to strengthen learner-centred relationships with whānau.

Leaders and teachers regularly report school-wide information about outcomes for students to the board in the following areas:

• achievement in reading, writing and mathematics in relation to curriculum expectations

• progress and accelerated progress in relation to curriculum expectations

• outcomes related to engagement and wellbeing for success

• learning related to identity, culture and language.

Through the Invercargill Kāhui Ako|Community of Learning (CoL), teachers and leaders are participating in professional learning and development for the teaching of literacy with a writing focus, and to develop an understanding of culturally responsive pedagogy.

There have been some changes to teaching staff over the last three years. The school has an experienced principal and leadership team. The board is a mix of new and experienced trustees.

The school has successfully addressed recommendations from the 2015 ERO report.

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 achieving equitable outcomes for the majority of its students, particularly in the areas of student wellbeing for success.

Over the last three years the majority of students have achieved at or above expectations in reading, writing and mathematics. There is no disparity for students from Māori and Pacific heritage in these curriculum areas. However, there is some disparity for boys in writing evident over the last three years.

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

The school is strengthening its response to Māori and other students whose learning needs acceleration.

All students who need to make progress in their learning are identified, planned for, and closely monitored within their class, syndicate and by the principal. Learning information shows that the majority of these students have made accelerated progress in their learning, particularly in literacy support programmes within the junior school.

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?

The school has a number of processes and practices that are effective in enabling achievement of equity and excellence. These particularly relate to students’ wellbeing for success. Support programmes for individual students are in place and are enhanced by the expert advice and guidance of specialist staff.

Students learn in caring, inclusive learning environments. Leaders and teachers provide a comprehensive response to the pastoral needs of learners, families and their community. Shared school values and social competencies are discussed as part of learning in the classroom and are affirmed when demonstrated. This approach provides a foundation for positive relationships and engagement in learning.

The school is committed to building effective partnerships for learning with parents and whānau. There is a strong focus on supporting students and their whānau to make a positive transition to school. A number of initiatives are effectively enhancing learner-centred relationships. These include:

• facilitating programmes that support parents and whānau to participate in their child’s learning at home and school

• open days which invite whānau to be part of classroom programmes

• using a range of media to share students’ learning and achievement with whānau

• professional development to build teachers’ capability in culturally responsive teaching approaches.

The school actively promotes and increases opportunities for students to participate in a wide range of activities focused on participation in sport and physical activity. Teachers provide learning contexts informed by students’ interests. Individuals requiring extension in their learning are identified and participate in enrichment programmes. Students with additional learning needs are very well supported through regular and careful planning and monitoring of their progress, and their inclusion in all aspects of school life. Students for whom English is an additional language, are well supported to make progress in their learning.

A range of strategies and practices across the school and in classrooms support Māori students to learn in an environment that supports and affirms them as individuals and as Māori. Promoting and valuing the language, culture and identity of Māori students is a continuing area of focus and is well supported by their involvement in a community of learning.

Trustees work collaboratively with the principal and leadership team. They understand their roles and responsibilities and maintain a strong focus on school priorities and targets.

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

Some aspects of school processes need to be strengthened and embedded to improve their effectiveness in achieving equity and excellence. The board, leaders and teachers need to:

• strengthen internal-evaluation capability to build understanding and practice for ongoing improvement and innovation, including evaluating the impact of strategies and initiatives to improve learning outcomes

• simplify targets to ensure a stronger focus on accelerated progress to lift achievement for groups of learners

• be explicit about effective teaching strategies that are most effective in supporting students to make expected progress in relation to reading, writing and mathematics

• extend reporting to focus on the rates of progress children are making.

3 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 Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• pastoral care that systematically responds to needs, and effectively promotes wellbeing and inclusiveness to support students’ learning

• a strong values-based culture that underpins all aspects of the school

• providing programmes and practices that build partnerships with students and their family/whānau.

Next steps

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

• the alignment of school-wide target setting and internal evaluation
• targeted planning to accelerate learning
• internal evaluation processes and practices.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review & Improvement Services Southern

12 November 2018

About the school

Findings

The Māori value of manakitanga is very evident in this school. Staff ‘go the extra mile’ to support children and their families. The school roll includes many Māori and Pacific students. There is a strong focus on promoting positive values and attitudes towards learning and raising student achievement. Students are positive about their school.

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?

Students from Years 1 to 6 attend New River Primary school. Many are of Pacific or Māori ethnicity and for some, English is their second language. Classes are intentionally kept small to best meet students’ needs. The school welcomes and involves parents in their children’s learning.

The school’s vision is to ‘empower students for life in and beyond school’. To achieve this, teachers emphasize positive values and attitudes. Students in all classes know and can talk about the school’s values of ‘respect, responsibility and honesty’.

Core Māori values of manaakitanga (kindness/care) and mahitahi (working together) are very evident through the school. There is a very strong pastoral focus, with staff often ‘going the extra mile’ to support children and their families.

Since 2012 the school has been part of the 'Positive Behaviour for Learning' programme. This has led to a significant improvement in student behaviour and attitudes towards learning.

Since the 2012 ERO review, there have been changes in staff and the board. School leaders have made very good progress in addressing the recommendations in the last ERO report.

2 Learning

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

School leaders, teachers and trustees are effectively using achievement information to explore ways to best help students with their learning. The school and ERO agree that lifting student achievement in reading, writing and mathematics is an ongoing priority.

The level of students’ involvement in the assessment of their work varies through the school. Some students can confidently talk about their next learning steps and/or goals, and how well they are achieving. They have some opportunities to assess their own and their peers’ work against criteria. In all classes, students set term goals and later review their progress against these.

All teachers gather a range of assessment information and use this well to identify students’ strengths and needs. Some teachers are particularly skilled in this and adapt their planning and teaching accordingly. These teachers are supporting new teachers.

Parents get very useful information about their children’s progress and achievement. Written reports detail what students can do, their next learning steps and how parents can help at home. During the term, teachers often contact parents to talk about their child’s learning.

School leaders have strong systems in place for tracking and monitoring groups of students over time. Their rigorous systems mean that no student is overlooked. There is a special focus on any student who is at risk with their learning. School leaders continue to support new staff to become confident in making reliable assessment judgements.

The board receives detailed information on how well different groups of students are achieving. They use this information well to prioritise funding. For example, this year they have funded an additional teacher to keep new-entrant classes small.

Key next steps are to:

• further strengthen students’ understanding of how well they are achieving, their next steps and the role they play in the assessment of their work
• ensure that all teachers provide specific written feedback to students, especially in written language.

3 Curriculum

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

The school’s curriculum effectively supports students’ learning. There is a strong focus on literacy and mathematics and providing interesting learning opportunities across the curriculum. Within topics, teachers make learning relevant to students’ lives and their local context.

The school’s curriculum prioritises lifting student achievement. Key features are:

• ongoing professional development in literacy and mathematics to give teachers strategies to engage students and lift their achievement
• comprehensive guidelines as to what effective teaching should look like at New River Primary
• the way some teachers skilfully integrate aspects of Māori and Pacific cultures into their teaching.

Leaders and teachers know the children well and are very responsive to their needs. The school is a ‘health promoting school’. Its programmes focus on healthy foods, physical activity and building positive relationships and attitudes. Considerable time and energy is put into supporting and monitoring students’ social and emotional wellbeing. The principal and the special needs coordinator work closely with different agencies and experts to help students and their families.

The school has implemented a number of programmes to address low achievement. These include:

• purposeful and well-planned whole staff professional learning in mathematics
• experts working alongside teachers to share best practice
• fortnightly cross-school team meetings to discuss strategies to support students at risk
• a range of interventions, especially to build children’s oral language
• a new pre-school programme to help children be ready for school and build relationships with families.

Students’ views are increasingly sought. There is a wide range of leadership opportunities for students in the senior school including a buddy system where students work alongside junior students.

School leaders and ERO identify the key next steps are to:

• develop a sequential and well-resourced te reo Māori language programme
• build staff confidence in te reo Māori.

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

Māori students achieve above their peers in reading, writing and mathematics. These students make up 36% of the school roll.

The school has recently developed an action plan as to how it will support Māori students.

Key next steps are to:

• continue to develop ways to visibly celebrate Māori culture and build its mana in the school
• regularly gather and respond to the views of Māori whānau.

How effectively does the school promote educational success for Pacific students?

The school values its Pacific students and is working hard to improve their level of achievement. Pacific students make up 17% of the school roll. The school is part of a cluster of local schools looking for ways to better support Pacific learners.

Most Pacific students are English as a second language (ESOL) speakers. This in part explains lower levels of achievement in literacy and mathematics. Recent changes in the ESOL leadership are likely to lead to a better quality programme for these students.

The school has a useful action plan as to how it will make a difference for Pacific learners. School leaders regularly review their progress against the action plan.

Teachers value students’ cultural and language expertise. Some students take on leadership roles, such as leading the Pacific cultural group and taking a weekly Samoan language class. Pacific language resources are accessible for students.

Key next steps are to continue to:

• regularly gather the views of Pacific parents in the school
• involve parents in their children’s learning and school life.

4 Sustainable Performance

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

The school is well placed to sustain and improve how it provides for students. The three senior leaders and board see that their primary role is to raise student achievement and support students’ personal wellbeing.

The school has a board of committed parent trustees. They have attended ongoing professional learning and show a good understanding of their governance role. With senior leaders, they have set appropriate targets to lift student achievement. Key priorities for the school are evident in its strategic and annual plan.

The principal keeps the board well informed about student achievement, school programmes and progress in implementing the annual plan. She values the skills and strengths of her senior leaders and they work well as a team. Together, they:

• provide informative reports to the board that cover what matters most
• oversee robust systems for the efficient running of the school
• lead ongoing reviews of core curriculum areas, initiatives and school systems
• report on the range and impact of interventions to lift achievement.

Leaders ensure teachers are well supported. This includes:

• ongoing professional learning
• an effective appraisal system
• strong support for beginning teachers.

Key next steps are:

• for teachers to better gather evidence of how well they meet the Practicing Teachers’ Criteria and Tataiako indicators
• develop a succession plan for the board
• continue with urgency the focus on raising student achievement in literacy and mathematics.

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

The Māori value of manakitanga is very evident in this school. Staff ‘go the extra mile’ to support children and their families. The school roll includes many Māori and Pacific students. There is a strong focus on promoting positive values and attitudes towards learning and raising student achievement. Students are positive about their school.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

4 September 2015

About the School