Westbrook School

Westbrook School - 11/06/2018

School Context

Westbrook School is located in a western suburb of Rotorua. It provides education for students in Years 1 to 6. The school roll of 535 includes 199 Māori, 21 Pacific and 30 students who are from a range of other nationalities.

The school aims to provide the best possible educational outcomes for all students. The school’s motto is ‘Me ako ngātahi tātou - together we learn.’ Its vision is for students to experience success through creative, innovative and collaborative practices. The school prioritises the values of whanaungatanga, respect, responsibility, initiative and excellence.

The school’s charter has a number of strategic goals including:

  • improving student achievement in reading, writing and mathematics

  • developing culturally responsive practices

  • monitoring student attendance and engagement.

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

  • reading, writing and mathematics.

Since the previous review in 2014, there have been some changes to the teaching team and a large number of new trustees appointed to the board.

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?

Raising overall levels of achievement is an ongoing priority for the school.

The school’s achievement data from 2014-2017 shows the majority of all students are achieving at or above expected levels in reading and mathematics and less than half in writing. Achievement has declined in reading and mathematics over the past four years.

There is significant disparity in achievement for Māori and Pacific students in reading, writing and mathematics. Girls are achieving at significantly higher levels than boys in reading and writing and at similar levels in mathematics. This pattern of disparity for all groups has remained consistent over time.

The school’s entry data shows that an increasing number of students entering school each year are not at expected levels in literacy and mathematics.

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

The school is responding well to some Māori and other students whose learning needs acceleration.

The school can show accelerated progress for some of the targeted Māori and at-risk students in reading, writing and mathematics.

As a result of targeted intervention, school data shows a large majority of Māori students and boys in Years 5 and 6 made accelerated progress in mathematics in 2017. School data also shows high levels of accelerated achievement in oral language for Year 1 Māori and at-risk students in 2016 and 2017.

By the time students reach Year 6 most are achieving at expected levels in reading.

School data shows that students with special needs make appropriate progress in relation to their individual learning goals.

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?

Leadership is highly collaborative and enables effective partnerships for learning. Leaders are deliberately building teacher and middle leadership capability through a variety of strategies, professional learning and guidance. Leaders provide strong pastoral care for students and staff and personalised support for parents, families and whānau. They work with local iwi and hapū to enhance school and community partnerships and promote students’ language, culture and identity. Well-developed partnerships for learning are contributing to improved outcomes for the majority of students, particularly in reading and mathematics.

The school has a strongly inclusive culture for learning. The school’s vision and values of ‘The Westbrook Way’ are well embedded and are positively supporting learning and behaviour across the school. The school’s curriculum enriches cultural learning experiences for all students and supports their sense of belonging and engagement. Students with additional learning needs are well included through a personalised approach to planning. There are respectful relationships with parents and effective liaison with external agencies and community groups to meet the ongoing needs of the students and their families. Trustees generously fund additional learning support programmes to enable equitable opportunities and outcomes for students.

Teachers plan and use deliberate strategies to improve learning. Students whose learning is at risk are identified and monitored in classrooms. Planning is specific for individual and group needs and is detailed and thorough. Teachers scaffold and support students’ learning through links to prior knowledge and the clear use of learning intentions. Calm, settled environments, positive, affirming relationships and culturally responsive practices enhance learning. These deliberate strategies have led to improved outcomes for at-risk students, particularly in reading, mathematics and oral language.

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

Aspects of internal evaluation require strengthening.

Priority should be given to:

  • strengthening targets to focus on all students whose learning needs acceleration

  • strategically monitoring and reporting on rates of progress and acceleration for at-risk students over time

  • inquiring into what is making a difference for learners and the specific effects of programmes and interventions

  • strengthening consultation and review to gather parent and whānau views and aspirations and inform strategic planning and direction for the school

  • trustees accessing formal training to support them in their internal evaluation and governance roles.

There is need to implement a planned approach to student agency in learning. Leaders and teachers should consider ways to develop consistency of formative assessment practices including feedback and feed forward to students. Focus should be given to increasing students’ knowledge of their own learning and next steps, especially for at-risk students.

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.

Actions for compliance

ERO identified non-compliance in relation to curriculum.

In order to address this, the board of trustees must:

  1. comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community
    [Section 60B Education Act 1989].

4 Going forward

Key strengths of the school

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

  • leadership for learning that focuses on improving outcomes for students

  • a positive culture for learning that supports students’ individual needs and enhances wellbeing

  • teaching practice that is focused on raising achievement for students at-risk.

Next steps

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

  • internal evaluation processes and practices to raise levels of achievement for all students at-risk of not achieving

  • empowering students to reflect on their own learning pathways.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

11 June 2018

About the school

Location

Rotorua

Ministry of Education profile number

2077

School type

Contributing (Years 1-6)

School roll

535

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori 37%
Pākehā 53%
Pacific 4%
Asian 3%
Other 3%

Provision of Māori medium education

No

Review team on site

April 2018

Date of this report

11 June 2018

Most recent ERO report(s)

Education Review November 2013
Education Review August 2010
Education Review October 2007

Westbrook School - 11/11/2013

1 Context

What are the important features of this school that have an impact on student learning?

Westbrook School (Te Kura o Maungataitua) is located in a Western suburb of Rotorua and caters for students in Years 1 to 6. The school serves a diverse community of families from a wide range of backgrounds. The school roll at the time of this review was 567, including 200 students who identify as being of Māori descent.

Since ERO’s last review in 2010, school leadership has remained constant. The distributive leadership model has continued to flourish, strengthening the consistency of teaching and learning across the school. The board comprises a balance of experienced and new trustees. Transition for new trustees effectively supports their growing understanding of school governance and associated responsibilities. The board, senior leaders and teachers have responded positively to the agreed priorities identified in the last ERO report. These priorities were about students’ involvement in their learning and reporting to parents.

Review of student achievement information has enabled the school to provide focussed professional learning and development for teachers. Over the last 3 years the major emphases have been writing, information communication technologies (ICT), and Māori students’ achievement.

During 2012 the teaching staff reviewed the school’s curriculum, developing a concept curriculum and initiating a two year trial. Within this curriculum, the ‘Westbrook Way’ is underpinned by the shared values of whanaungatanga, respect, responsibility, initiative and excellence. In addition, responsive relationships, inclusive attitudes and behaviours, and genuine partnerships are integral to the ‘Westbrook Way’.

2 Learning

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

School leaders have established well-understood and consistent assessment systems and practices. This enables effective use of achievement information to be made at all levels of the school to promote student progress and achievement. Teachers and leaders have good knowledge about assessment and use achievement information very well to plan specifically for the needs of individuals and groups of students.

Team leaders work collaboratively with teachers and provide many opportunities for them to reflect on and inquire into their teaching practice. Professional discussions are informed by assessment information gathered from a range of sources, including nationally referenced tests/tools. Moderation processes are continuing to develop and provide valuable support for teachers to make sound judgements about students’ progress and achievement in relation to National Standards.

The school’s achievement data, reported to the board at the end of 2012, shows that the majority of students at all year levels make expected progress, and some make accelerated progress in reading, writing and mathematics. The significant majority of students were achieving at and above the National Standard in reading and most had achieved the standard in writing and mathematics, with some above. Māori students overall are achieving at levels comparable to national expectations and the school’s data shows progressive improvement from 2011 to mid 2013.

Teachers are increasingly using strategies to engage students as active participants in the learning process. Student home-share books are the vehicle for sharing and reporting achievement and progress with families and form the basis of discussion at parent teacher interviews where senior students especially, take a lead role.

Senior leaders collate and analyse school-wide data to identify achievement trends and patterns for gender, ethnicity and year level groups, and report this information to the board. This information assists the board to make decisions about resourcing and future priorities for school development. However, ERO and senior leaders have identified the need to strengthen school-wide annual planning and reporting processes by:

  • more specifically defining targets about accelerating the progress of priority learners in relation to National Standards
  • developing an implementation plan (for each target) to support work with priority learners that is linked to teaching as inquiry, teachers’ appraisal goals and professional learning and support.

3 Curriculum

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

The school is developing a concept curriculum in response to The New Zealand Curriculum that effectively promotes and supports student learning. Key concepts for study are collaboratively identified, planned cooperatively within teams, and integrated across all subject areas of the curriculum. Appropriate inclusion of bicultural contexts is enabling all students to develop their understanding of New Zealand’s dual cultural heritage. The school continues to give priority to literacy and mathematics learning. Ongoing curriculum review is enabling leaders and teachers to refine its scope, design and implementation. The curriculum is responsive to students’ interests and enriched through a wide range of learning opportunities that include sporting, cultural and education outside the classroom experiences. Clear expectations about teaching and learning are well understood. High quality teaching practice is evident across the school.

Teachers are benefitting from a strategic and well-planned approach to professional learning and development. Student achievement information is used well to identify aspects of teaching practice for development, and as a result, the teaching of writing has become a current school-wide focus. Relevant support and guidance is being provided by external consultants and expert teachers from within the school who model and promote ‘best practice’. Team leaders have been empowered to lead learning within their teams, and there is good communication and sharing of practice between them. Leaders now recognise the importance of teachers sharing, reflecting on, and evaluating strategies most likely to accelerate the progress of priority learners.

The school is committed to the provision of additional learning support for identified students. The Special Educational Needs Coordinator (SENCO) works closely with senior leaders to coordinate programmes and initiatives specifically designed to raise student achievement. Together they report on the effectiveness of these programmes to the board at intervals throughout the year.

Teachers know students and families well and value their diverse backgrounds and cultures. Classroom environments are safe, inclusive and consistently reflect the values of the ‘Westbrook Way’. Students are encouraged and supported to understand and be involved in decisions about their learning. They can talk confidently about what they have learned, what they need to learn next, and how to improve their achievement.

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

The school has maintained its commitment and focus on raising the achievement of Māori students. The board, school leaders and teachers are establishing genuine and mutually beneficial partnerships with the school’s Māori community through Te Roopu Hurihanga (the Māori development group). This group has influenced greater whānau participation in school events, and formal and informal meetings with their childrens’ teachers.

The curriculum provides many authentic opportunities for Māori students to contribute and participate as tangata whenua. Māori protocols, values and concepts are a natural part of the curriculum and school life. Examples are:

  • noho marae for students, teachers and trustees
  • pōwhiri
  • cooperative learning opportunities
  • learning contexts that reflect Māori perspectives
  • tuakana/teina relationships in classrooms and the wider school environment
  • ako, where the student becomes the teacher or expert, and the teacher becomes the learner.

The teacher-led professional learning group for Māori is providing opportunities for all teachers to inquire into their competence as teachers of Māori learners. This work has enabled each teacher to review their practice and identify their strengths and areas of need and professional support and development.

4 Sustainable Performance

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

Westbrook School is very well placed to sustain and improve its performance because:

  • the board is highly committed to raising student achievement, well informed, and provides very effective governance
  • student achievement information is very well used by teachers, leaders and the board to inform decision-making
  • self review is inclusive of all stakeholders and focused on improvement
  • the principals collaborative leadership style is pivotal in promoting an inclusive culture for learning
  • the associate principals’ work closely with the principal and liaise effectively with team leaders to ensure that agreed expectations for teaching and learning are met
  • established, shared leadership is contributing to clear communication, consistent and cohesive practice across the school
  • there is a shared commitment to successful learning outcomes for all students
  • there is a focused commitment to the provision of high quality professional development for staff
  • relationships that are founded on mutual respect and trust are highly evident at all levels
  • there is meaningful involvement and contributions from parents and whānau that enrich opportunities for student learning and enhance the home-school partnership.

In order to further strengthen sustainability, the board will continue to refine the appraisal process with a review to further building teacher capability through critical feedback and teacher goal setting.

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 four-to-five years.

Dale Bailey

National Manager Review Services

Northern Region

11 November 2013

About the School

Location

Rotorua

Ministry of Education profile number

2077

School type

Contributing (Years 1 to 6)

School roll

567

Gender composition

Boys 50%

Girls 50%

Ethnic composition

NZ Pākehā/European

Māori

Asian

Other

Pacific

60

35

11

2

3

Review team on site

September 2013

Date of this report

11 November 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2010

October 2007

August 2004