1 Context
What are the important features of this school that have an impact on student learning?
This is a small semi-rural school, where Years 1 to 8 students learn in four multi-level classrooms.
Most students come from the local area but some travel from the city. Since the 2010 ERO review, the roll has decreased.
In 2011 a new principal was appointed. All of the present teachers began during 2011 or at the beginning of 2012. As a result, the school has gone through a period of significant change.
Older students spoke enthusiastically to ERO about their school, what they learn, and their teachers. They believe that their teachers care about them and their learning and make learning interesting.
The school has an open-door philosophy. Parents are often in the school for special events and celebrations, and to talk with teachers. The principal keeps parents very well informed about learning programmes. Parents’ views are often gathered.
In 2012, a Ministry of Education (MOE) advisor worked with the school to further strengthen the quality of its achievement information and to lift the achievement of particular groups of students. The final MOE report shows that the school is making progress in these areas. ERO also found that the school had made progress in addressing the recommendations and actions in its 2010 ERO report.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The teachers, principal and trustees make effective use of achievement information when making decisions about how to support students’ learning.
Findings
Students are beginning to take a more active role in the assessment of their learning. This includes sometimes assessing their own and their friends’ learning and beginning to take responsibility in reporting their progress and achievement to their parents.
Teachers gather a wide range of assessment information to support their judgements about students’ progress and achievement. Some teachers show special skill in how they analyse individual students’ learning to identify next teaching steps.
Students at risk with their learning and those with special abilities are quickly identified. These students benefit from high quality and intensive small-group instruction with an additional teacher. Their progress is carefully monitored.
Parents are well informed about their children’s progress and achievement. Teachers often talk with parents about their children’s successes and learning needs.
The principal has developed clear expectations and systems to ensure that assessment information is reliable and valid. She regularly provides the board with useful information about students’ achievement in reading, writing and mathematics.
The board, with staff input, has set useful targets to lift the achievement of groups of students who need extra support to succeed. At the end of 2012, school information showed that 72% of students were at or above the National Standards for reading, 64% for writing and 66% for mathematics.
Areas for review and development
In some classes, students would benefit from having more knowledge about their learning goals and next learning steps. Students could have more opportunities to assess their own and their peers’ work against clear indicators and would benefit from more frequent written feedback about their learning.
Senior students are ready to take more responsibility for their learning in class and for the planning and organisation of school events.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Students benefit from a broad curriculum and express enthusiasm about their learning. Most students make good progress during their time at the school.
Findings
The principal has led the recent review of the school’s curriculum. This has involved extensive consultation with the board, teachers and parents to clarify the school’s values and vision. The curriculum now includes:
- detailed guidelines for assessment, planning and teaching
- clear expectations for achievement in most learning areas
- clear expectations about desired learning attitudes and behaviours.
Students told ERO that they appreciated the way that their learning was relevant to their interests and their local environment. They frequently go on interesting trips beyond the school. These trips have a strong learning focus. Older students told ERO that their work was set at the right level of challenge.
Students benefit from:
- teaching that is specific to their individual learning needs
- some interesting inquiry-learning studies
- learning in settled and well-managed classrooms.
Some teachers show special skill in how they reflect on their teaching strategies, adapt these, and try innovative approaches to improve students’ learning.
Area for review and development
The school has identified, and ERO agrees, that the next steps are to complete and formalise its review of the school’s curriculum. In the future, the school should regularly review how well:
- each curriculum area is resourced and implemented
- the school’s high expectations for assessment, planning and teaching are implemented.
How effectively does the school promote educational success for Māori, as Māori?
The school is successfully supporting Māori students to be successful in their learning and to feel pride in their culture.
Findings
The principal and teachers are determined that Māori students and their families feel valued. Since the last ERO review, an increased percentage of students identify as Māori on the school roll. Māori students represent about 27% of the roll.
Māori students who spoke to ERO said that they are achieving as well as other groups of students in the school. Any student, who is below expected levels, is very well supported. Māori students told ERO that they like their teachers and enjoy their learning. They felt that their language and culture is valued.
The principal and some teachers meet with Māori parents each term. At this meeting, they share what the school is doing to support Māori children and seek parents’ views about what else the school could do.
All teachers have benefitted from ongoing learning about effective teaching strategies when working with Māori students.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
ERO believes that the principal and trustees have the capacity to continue to improve and sustain the school’s performance.
Since the 2010 ERO review, the school has undergone considerable change and some challenges. The principal and trustees have worked hard to address these challenges. Staffing has been consistent for 18 months and the school roll is now increasing.
This ERO review occurred at the time when new trustees are elected. Half of the new board of trustees were on the previous board. The three new trustees have experience in school decision making. Two worked with the MOE advisor in 2012 and have a good understanding of the school’s priorities.
Findings
The board has a new and detailed governance manual to guide it in its work. The outgoing board had effective governance systems and kept detailed records. It prioritised funds for students’ benefit, including professional development for teachers.
The principal provides the board with useful information about school programmes, initiatives and student progress and achievement. As a new principal, she has been well supported by the board.
Some recent improvements include:
- regular surveying of different groups within the school
- making good use of the information they gather from surveys and consultation
- more rigorous appraisal of the principal and teachers.
The new principal has high expectations for student achievement and teacher performance. Anonymous surveys show that the present staff feel well supported in their work and are well led by the principal.
Areas for review and development
The next steps are to:
- further develop trustees’ understanding and use of self review
- develop resources to support the use of effective self review in the school
- improve the usefulness of the school’s long and short-term plans so that these better reflect the school’s identified priorities.
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.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in three years.
Graham Randell National Manager Review Services Southern Region
19 August 2013
About the School
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Location
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Invercargill, Southland
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Ministry of Education profile number
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4006
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School type
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Full Primary (Years 1-8)
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School roll
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74
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Gender composition
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Boys: 43 Girls: 31
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Ethnic composition
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NZ European/Pākehā
Māori
European
Other
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49
20
3
2
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Review team on site
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May 2013
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Date of this report
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19 August 2013
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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March 2010
December 2006
November 2003
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