Education Review Office Report

 

EDUCATION REVIEW REPORT:
AVONHEAD SCHOOL

MARCH 2007

1.           About the School

2.           The Education Review Office (ERO) Evaluation

3.           School Specific Priorities

4.           Areas of National Interest

5.           Board Assurance on Compliance Areas

6.           Recommendations

7.           Future Action

Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically.  However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington.  Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses.

his report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

1. About the School

Location	Avonhead, Christchurch
Ministry of Education profile number	3287
School type	Full Primary
Decile rating[a]	9
Teaching staff:        Roll generated entitlement        Other        Number of teachers	21.20   1.51 22.71
School roll	498
Number of international students	20
Gender composition	Girls 50%; Boys 50%
Ethnic composition	New Zealand European/Pākehā 64%; Māori 3%; Pacific 1%; Asian 20%; Other 12%
Review team on site	October 2006
Date of this report	23 March 2007
Previous ERO reports	Education Review                     August 2003 Accountability Review              September 1999 Effectiveness Review                October 1996 Assurance Audit                       October 1994 Review Report                         February 1992

2. The Education Review Office (ERO) Evaluation

Avonhead School is a full primary school (Years 1 to 8) located in an established residential area adjacent to a local park.  The school roll is multicultural with 37 nationalities represented.  Major developments since the previous report in 2003 include the completion of a new administration area and staffroom and the upgrading of the swimming pool.  A new principal was appointed immediately prior to the on-site stage of this review.

Students have opportunities to be involved in a large range of extra curricular cultural, academic and sporting activities.  Environmental education is a feature of learning programmes.  Students can learn two second languages during their final years at the school.  The school is a leader in second language teaching for its cluster of schools.  Other features of the school include: high achievement by students in inter-school/district science and mathematics competitions; and successes in choir and orchestra performances.  The local and wider community provides good support for school programmes.

The priorities of this review were the quality of learning and teaching in health and physical education and the use of assessment to improve student achievement.  This review also evaluates the quality of the teaching of writing at Year 4, the achievement of Māori students, provisions for international students and some aspects of health and safety.  In all schools reviewed from term two, 2006, ERO is reporting on what the school is doing to prevent bullying and to identify and address issues relating to the underachievement of students.

The school has addressed all the areas for improvement identified in the 2003 ERO report.  Teachers now make good use of national writing exemplars to assess and moderate their judgements about students’ writing.  They have undertaken professional development in literacy to develop teaching strategies that help improve students’ ideas and expression in their writing

Assessment information that teachers collect in their classes indicates that most students achieve well and in some cases highly in literacy and numeracy.  This view is confirmed by some initial analyses of school-wide achievement. The gifted and talented register identifies a large group of students with strengths in different areas.

A multipurpose computerised system assists teachers and has extensive potential for monitoring student progress and achievement and reporting on this information to parents and the board.  A deeper analysis of student achievement would provide the board with more useful information about the progress of groups of students over time.

An analysis of school entry data shows that while many students enter the school well prepared for learning, increasing numbers of students are achieving below the expected levels in oral language and early literacy knowledge.  A significant group of students do not have English as their first language.  Annual targets have been set to address these particular areas of need.  Students who are at risk of underachieving are identified early.  Teachers provide a range of additional and effective learning support for these students.  

Overall, students have very good opportunities to achieve well, particularly in literacy and numeracy, and in health and physical education.  Teachers give emphasis to teaching students the necessary skills to become independent learners.  They recognise and affirm student success in classrooms and at assemblies, and foster cooperative learning.  Students are encouraged to reflect on their learning and consider ways to improve.  Student goal setting in collaboration with teachers is a feature of most classes.

Teachers and students have benefited from the teachers’ participation in professional development in physical activity.  ERO observed many examples of teachers using high quality teaching practices and a range of interesting and varied programmes to engage students in this learning area.  Students apply the skills they acquire in other curriculum areas and reflect on their learning.  Senior managers now need to ensure that all students continue to have regular high quality experiences in health and physical education.

The deputy principal has played a key role in developing efficient assessment practices at the school.  Teachers have reviewed assessment practices, increased the accuracy of the data they gather and reduced the duplication of the achievement information they collect.  Teachers make good use of a range of reliable assessments to identify accurately the achievement levels of individual students.  Records of achievement are closely linked to reporting procedures.

Teachers should now extend these good practices to other areas of classroom assessment.  In particular they need to:

• increase the consistency of assessment practices within and across syndicates;
• identify different levels of achievement of students in their classes when planning units of work; and
• analyse assessment information more fully, particularly in areas beyond literacy and numeracy to identify strengths and next steps in learning.

Students have regular opportunities to learn different forms of writing.  Teachers emphasise the development of skills.  Specific feedback helps students identify what they have done well and what they still need to learn.  Students enjoy writing.  Increasing opportunities for students to choose their own topics and audience and further integration of information and communications technology (ICT) are likely to increase students’ motivation and interest.

Syndicate leaders provide good support for teachers.  The teaching environment is positive.  Teachers work together effectively in their syndicates in planning programmes that will engage students’ interest. They have undertaken extensive professional development in a number of curriculum areas.  An establishment period would enable new teaching approaches to be consolidated.

The learning environment is positive and affirming.  Students are polite and respectful.  During the review, they spoke with pride about their school.  Senior students are encouraged to take leadership roles, be involved in decision-making and support the learning and welfare of other students.  The school has efficient systems for minimising and responding to any instances of bullying. 

The board is well informed about school programmes.  It is receiving useful student achievement information with which to make decisions about future programmes and resources.  Parents are kept well informed of programme initiatives through education sessions and regular newsletters.  The computerised school administration systems are a feature of management at the school.  No areas of non-compliance were identified during the review. 

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

3. School Specific Priorities

The Focus of the Review

Before the review, the board of Avonhead School was invited to consider its priorities for review using guidelines and resources provided by ERO.  ERO also used documentation provided by the school to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees.  This discussion focused on existing information held by the school (including student achievement and
self-review information) and the extent to which potential issues for review contributed to the achievement of the students atAvonhead School.

ERO and the board have agreed on the following focus areas for the review:

• the quality of learning and teaching in health and physical education; and
• the use of assessment to improve student achievement.

ERO’s findings in these areas are set out below.

The Quality of Learning and Teaching in Health and Physical Education

Background

In 2003, teachers participated in a physical activity pilot programme to increase student awareness of the value of physical activity and to provide quality physical education throughout the school.  As a result, school programmes have been modified and new teaching approaches introduced.

Student progress and achievement

Teachers have information about student progress and achievement in their classes. This information has not yet been collated and analysed fully to show how well groups of students’ progress and achieve school-wide.

In 2005, a survey showed that student attitudes towards physical activity improved after the school’s participation in a pilot scheme to promote better understanding about the importance of physical activity.

Areas of good performance

• Student attitudes. Students display positive attitudes to physical activity.  ERO confirmed the findings of a 2005 school survey that students look forward to physical education and participating in a range of activities and sports.  Students told ERO that the new approaches to health and physical education are helping them to work more cooperatively.  They now have a better understanding and respect for others.  During the review, students were observed using a range of sporting equipment and devising their own collaborative games in their leisure time.
• Range of opportunities. Students have many opportunities to learn about health and wellbeing within and outside of the school.  Health is taught as separate units and integrated with physical education and with other areas of the curriculum.  Games provide meaningful contexts for learning new skills and working cooperatively.  Competitive sporting events at local and district levels provide opportunities for more capable students to extend their skills.
• Promoting student knowledge and skills. Programmes focus on teaching students the knowledge and skills that they need to successfully participate in and enjoy physical activity.  Students learn the connections between personal health and physical development.  They learn to control and to sequence movements to master particular skills.  Problem solving is an integral part of the programme. Students are challenged to think creatively, to test their skills and increase their competence by experiencing success.
• Reflecting on learning. Students are encouraged to take responsibility for and to evaluate their own learning.  Teachers help students to use their knowledge and skills in a range of different situations, to modify and evaluate the effectiveness of their efforts.  Students receive regular, constructive feedback about their learning from teachers and peers.  Students are learning to accept and to give feedback in mature and thoughtful ways.
• Increasing teacher capability. Teachers have taken part in considerable professional development in physical education as a result of the school’s involvement in the physical activity pilot programme. The school’s lead teachers in health and physical education shared knowledge from the training with the staff.  They have developed teaching guidelines, encouraged cooperative class programme planning and provided buddy support for teachers in implementing new approaches.  Class sets of games and sports equipment are readily available for lessons.  Teachers commented that they are now more confident and enthusiastic about physical education and health.

Areas for improvement

• Targeting needs. A sensory motor programme (PMP) that is designed to address students’ physical development needs is planned for all junior students.  Teachers have modified class developmental programmes to reinforce the skills practised in PMP and to support students to transfer these skills to other areas.  However, a further review of the use of the sensory motor programme would help teachers ensure that it continues to meet the diverse needs and abilities of students; for example, new entrants who enter the programme throughout the year. [Recommendation 6.1]
• Monitoring student progress. Teachers collect information about student attitudes and participation in health and physical education.  A school-wide survey in 2005 reported on improvements to student attitudes towards physical activity.  Teachers have yet to decide what sort of achievement is important to measure, to allow them to comment accurately on the progress of students, and evaluate the impact of recent curriculum initiatives in this area. [Recommendation 6.1]
• Monitoring programme effectiveness. Some senior students told ERO that they do not get regular opportunities for physical activity.  The principal needs to ensure that all students continue to have access to regular high quality health and physical education programmes. [Recommendation 6.1]

The Use of Assessment to Improve Student Achievement

Background

Since the 2003 ERO report, the assessment plan has been reviewed and revised.  A computerised system has been installed to help teachers monitor student progress and achievement more effectively. The board considered an evaluation of assessment practices and systems would assist them in identifying areas of strength and where improvements could be made.

Student progress and achievement

Information teachers collect in their classes shows that most students achieve at or above the national expectations of students of the same age and in similar schools.

Targets that were set in 2005, to improve Year 1 to 4 students’ numeracy achievement were met and exceeded.  All students made progress in poetic writing and particularly in the use of punctuation and grammar.

In 2005, teachers identified that some younger students were not reaching expected levels in oral language and reading.  A target was set in 2006 to improve these students’ sound knowledge.

Areas of good performance

• Student goal setting and self-assessment. Students are encouraged to take increasing responsibility for their own learning.  Goal setting, in collaboration with teachers, is a feature of most classes. Students learn how to set and evaluate personal learning goals.  The goal setting process is clearly structured and regularly monitored by students and teachers.  During the review, students were able to explain their goals and understand the relevance of them.
• em>Assessment in literacy and numeracy. Teachers make good use of effective assessment practices to meet the needs of students.  They share the learning intentions with students.  In some classes, teachers clearly describe what students need to do to achieve success.  Students are grouped for focused teaching in reading, spelling, numeracy and, in some cases, for writing.  Groups are adjusted in response to testing and teacher knowledge of each student.  Teachers provide feedback to students about their learning and encourage them to assess their own work and that of their peers.  Some teachers make useful comments on teaching plans to guide future learning and modify their teaching.
• Range and use of standardised assessment information. A range of national assessment tools provides teachers with more accurate information about actual levels of student achievement, particularly in literacy and numeracy.  These assessments show how well students are achieving compared to students of the same age and in similar schools in New Zealand.  Teachers use the information to identify students’ strengths and needs and to plan for future learning.  These tests are also used to identify groups of students for learning support and extension.
• Moderating teachers’ judgements. A number of reliable assessments are used to confirm or modify teachers’ judgements about student achievement.  Teachers use national writing exemplars to establish students’ achievement levels.  They compare samples of students’ writing to ensure consistency.  A range of assessment information is recorded on the school’s computerised system and checked to ensure that the teacher’s judgement about each student’s progress and achievement is well supported by evidence.
• Evaluation of teaching programmes. In the best examples, teachers within syndicates evaluate integrated units of work together.  They use assessment information to identify students achieving highly and those at risk of underachieving.  Reflective comments show that teachers consider what may be contributing to or hindering expected outcomes.  Teachers make changes to programmes in light of this information.  A focus for future learning is clearly identified.  This process provides a useful basis for evaluating the impact of teaching programmes.
• Assessment initiatives. A comprehensive computerised system for storing and collating student achievement information is assisting teachers in monitoring student progress and achievement. The board has provided significant funding, including the employment of an external expert, to ensure that teachers are well supported in understanding and using the technology.  The deputy principal has a key role in leading this development.  The teachers have identified key indicators for reporting student achievement in all areas of the curriculum and selected the best assessment methods to provide accurate information.  They are beginning to use the system with more confidence.  The school’s reporting procedures are now more efficient as a result of this system which has the potential to provide the board with more comprehensive student achievement information for reviewing the impact of teaching programmes.

Areas for improvement

• Planning to meet students’ diverse needs. Teachers acknowledge that there is a range of student abilities within each class.  Most planning in areas other than literacy and numeracy occurs at one level of the curriculum.  Learning outcomes are the same for all students.  Teachers told ERO that they adjust their expectations to take account of different students’ needs and abilities.  However, better use of achievement information would enable teachers to set more appropriate learning outcomes, so that students are sufficiently challenged and able to demonstrate their actual achievement.[Recommendation 6.1]
• Analysis of classroom assessment information. Teachers gather extensive information about student performance but it is not always clear how this information is used to identify particular needs or students’ next learning steps.  Most comments are anecdotal and descriptive.  Teachers have few guidelines to follow in analysing student achievement information. [Recommendation 6.1]
• Developing consistency. There is some variation in the way teachers gather and use assessment information across syndicates and between classes.  Expectations for achievement are usually clearly defined.  Teachers in the syndicates have developed consistent criteria for assessing how well students achieve learning outcomes.  Different systems are used to record assessment information beyond literacy and numeracy.  Senior managers and teachers are aware that this is an area for development. [Recommendation 6.1]

4. Areas of National Interest

Overview

ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement.  ERO also provides information about the education sector for schools, parents and the community through its national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.

During the review of Avonhead School ERO investigated and reported on the following areas of national interest.  The findings are included in this report so that information about the school is transparent and widely available.

The Achievement of Māori Students

During the review, ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of Māori students.

Area of good performance

• Māori student achievement. The school has identified that the majority of Māori students are working at or above national expectations in literacy.  Achievement in mathematics is more variable. Students who are not achieving the expected level participate in intervention and support programmes.  A number of Māori students are on the school’s gifted and talented register in academic, leadership and sporting categories.  They hold leadership positions as school council representatives, house leaders, peer-mediators and cultural group leaders.  Māori students have also represented their school and province in a number of sports.
• Strengthening Māori language and culture. The principal and staff have introduced several initiatives to increase students’ learning experiences in te reo and tikanga Māori.  The board employed a Māori teacher to establish a kapahaka group to help farewell the retiring principal in term three, 2006.  Some teachers regularly include te reo and tikanga Māori in their class programmes.  Students commented that they appreciated the increased interest in Māori language and culture.  They would like these developments to continue. [Recommendation 6.2]

Area for improvement

• Consultation with Māori families. The board has yet to establish procedures to consult annually with Māori families about their aspirations for their children.  The board previously consulted with Māori families in 2003.  The families raised a number of considerations that the board, principal and staff have begun to implement.  A process for consultation should encourage Māori families to be more involved in decisions about their children’s learning and achievement. [Recommendation 6.2]

Providing for Students who are Underachieving

ERO is currently evaluating how well schools are providing for those students in their school who are not achieving as well as they should.  ERO’s findings for Avonhead Schoolare summarised below.

Area of good performance

• Range of programmes and interventions. Students who are at risk of underachieving are identified early and appropriate support programmes are put in place.  The board is responsive to teacher requests for additional funding for staff and programmes.  At the time of the review, students were receiving support within classrooms and in special programmes in numeracy, written language and reading, physical recording difficulties, physical coordination, memory and cognitive processes and oral language.

Area for improvement

• Reporting progress and achievement. The board receives some information on the progress and achievement of students receiving learning support.  However, these reports focus predominantly on the content of the programmes and the numbers of students in each programme.  The further analysis of achievement information would assist the board in evaluating the effectiveness of programmes and making informed decisions about future programmes.

Recommendation

As part of its self-review programme the school evaluates the extent to which the programmes it provides for these students are improving progress and achievement. [Recommendation 6.1]

The Quality of Teaching for Year 4 Students: Writing

Writing is part of English in the New Zealand Curriculum which is one of the curriculum statements covering the essential learning areas of the New Zealand Curriculum.

Areas of good performance

• Teaching strategies. The purpose of learning is shared with students.  Cooperative writing sessions help students understand the writing process and learn appropriate skills.  The teacher models aspects of writing to help students improve their use of vocabulary and expression.  Students have opportunities to write and publish in different forms.  Some writing is integrated within themes to make it more meaningful.
• Sharing and responding to writing. Students are encouraged to share their writing with others.  The teacher provides constructive feedback to individual students and encourages them to respond to the writing of their peers.  This support helps students to revise their writing to improve the clarity of their ideas.  Students confidently shared their published writing samples with ERO.
• Assessment. Student work is assessed twice a year using national writing exemplars.  This helps teachers identify what students can do well and where they need to improve.  It also identifies students’ levels of achievement throughout the year.  This information is used to set students’ personal learning goals.  A sequential goal sheet helps teachers and students monitor progress.

Areas for improvement

• Scope of writing. In some instances, writing tasks are teacher directed.  Students have fewer opportunities to choose their own topics and write about personal experiences and observations. Including more opportunities for students to make decisions about the purpose and audience of their writing is likely to increase their motivation and enjoyment. [Recommendation 6.1]
• Incorporating technology. Students use a limited range of media to write and publish their work.  Extending the use of information and communications technology (ICT) would provide another medium for conveying a message.  It would also make better provision for the different strengths, interests and needs of students.

Provision for International Students

Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support

Avonhead School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989.  This is a requirement of all schools that enrol international students in terms of the Act.  Schools are also required to provide English language support for their international students.

The school complies with all aspects of the Code.

Area of good performance

• School procedures. The school has effective procedures for enrolling and supporting international students.  A detailed handbook covers all aspects of the Code and outlines the actions that need to be followed by the school.  The school secretary maintains files of essential documentation for each of the students.  The school has in place efficient systems for providing pastoral care and support for international students.

Area for improvement

• Monitoring progress and achievement. A well structured programme assists international students in developing their English language skills.  The teacher-in-charge of this programme provides a report on the numbers of students, both fee-paying and residential, who are receiving this support and the nature of this support.  However, the report does not provide the trustees with an overview of the progress and achievement of the fee-paying students, in particular.

5. Board Assurance on Compliance Areas

Overview

Before the review, the board of trustees and principal of Avonhead School completed an ERO Board Assurance Statement and Self-Audit Checklist.  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; and
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

• emotional safety of students (including prevention of bullying and sexual harassment);
• physical safety of students;
• teacher registration;
• stand-downs, suspensions, expulsions and exclusions; and
• attendance.

Strategies for the Prevention of Bullying

ERO expects that each New Zealand school will have acknowledged that bullying behaviour is a risk to be managed.

As part of this review, ERO discussed with the board and staff about how the school organisation and culture supports the physical and emotional safety of students.  In particular, ERO asked about the strategies the school has put in place to prevent bullying of all types and what they know about the success of these approaches.

The school describes the culture of the school as positive and focused on rewarding and acknowledging good behaviours.  The teachers and board have continued the following initiatives to prevent bullying.

• The school has set clear expectations for behaviour as part of the student management procedures.  These procedures are regularly reinforced by teachers during class programmes and are understood by students and parents.
• The school’s health programmes include information for students about bullying and what should be done in the event of bullying occurring.  In one class observed during the review, behavioural expectations were the focus for the lesson that followed on from a programme covered in term one.
• Each classroom outlines an approach that students should follow in the event of bullying occurring.  Expectations about behaviour are also displayed in classes.  This information results in consistent approaches and attitudes across the school.
• Senior students act as peer-mediators to assist in resolving issues among students and to foster their own leadership skills.

The school believes that bullying behaviours have decreased since 2004 when comprehensive surveys were undertaken to identify the extent and nature of bullying at the school.  A survey among the students in 2006 indicated the low levels of inappropriate physical behaviour and verbal comments at the school.  Students told ERO that they knew who to go if they felt they needed help in resolving conflicts.  The board should continue its anonymous surveys of students to be sure that the learning environment remains positive for all students.

Compliance

During the course of the review, ERO identified no areas of non-compliance.

6.  Recommendations

ERO and the board agreed that in order to improve student achievement:

6.1       the principal and teachers should build on the good assessment practice existing at the school by:

• increasing consistency within and across syndicates;
• refining planning practices to meet a range of student abilities and needs; and
• analysing assessment information more fully to identify strengths, needs and next steps in learning; and

6.2       the board and staff will continue to consult with the Māori community to extend the opportunities for all students to experience Māori language and culture and promote the achievement of Māori students.

7. Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

Isabell Sinclair Irwin              signed
Area Manager

for Chief Review Officer

23 March 2007

To the Parents and Community of Avonhead School

These are the findings of the Education Review Office’s latest report on Avonhead School.

Avonhead School is a full primary school (Years 1 to 8) located in an established residential area adjacent to a local park.  The school roll is multicultural with 37 nationalities represented.  Major developments since the previous report in 2003 include the completion of a new administration area and staffroom and the upgrading of the swimming pool.  A new principal was appointed immediately prior to the on-site stage of this review.

Students have opportunities to be involved in a large range of extra curricular cultural, academic and sporting activities.  Environmental education is a feature of learning programmes.  Students can learn two second languages during their final years at the school.  The school is a leader in second language teaching for its cluster of schools.  Other features of the school include: high achievement by students in inter-school/district science and mathematics competitions; and successes in choir and orchestra performances.  The local and wider community provides good support for school programmes. 

The priorities of this review were the quality of learning and teaching in health and physical education and the use of assessment to improve student achievement.  This review also evaluates the quality of the teaching of writing at Year 4, the achievement of Māori students, provisions for international students and some aspects of health and safety.  In all schools reviewed from term two, 2006, ERO is reporting on what the school is doing to prevent bullying and to identify and address issues relating to the underachievement of students.

The school has addressed all the areas for improvement identified in the 2003 ERO report.  Teachers now make good use of national writing exemplars to assess and moderate their judgements about students’ writing.  They have undertaken professional development in literacy to develop teaching strategies that help improve students’ ideas and expression in their writing

Assessment information that teachers collect in their classes indicates that most students achieve well and in some cases highly in literacy and numeracy.  This view is confirmed by some initial analyses of school-wide achievement. The gifted and talented register identifies a large group of students with strengths in different areas.

A multipurpose computerised system assists teachers and has extensive potential for monitoring student progress and achievement and reporting on this information to parents and the board.  A deeper analysis of student achievement would provide the board with more useful information about the progress of groups of students over time.

An analysis of school entry data shows that while many students enter the school well prepared for learning, increasing numbers of students are achieving below the expected levels in oral language and early literacy knowledge.  A significant group of students do not have English as their first language.  Annual targets have been set to address these particular areas of need.  Students who are at risk of underachieving are identified early.  Teachers provide a range of additional and effective learning support for these students.  

Overall, students have very good opportunities to achieve well, particularly in literacy and numeracy, and in health and physical education.  Teachers give emphasis to teaching students the necessary skills to become independent learners.  They recognise and affirm student success in classrooms and at assemblies, and foster cooperative learning.  Students are encouraged to reflect on their learning and consider ways to improve.  Student goal setting in collaboration with teachers is a feature of most classes.

Teachers and students have benefited from the teachers’ participation in professional development in physical activity.  ERO observed many examples of teachers using high quality teaching practices and a range of interesting and varied programmes to engage students in this learning area.  Students apply the skills they acquire in other curriculum areas and reflect on their learning.  Senior managers now need to ensure that all students continue to have regular high quality experiences in health and physical education.

The deputy principal has played a key role in developing efficient assessment practices at the school.  Teachers have reviewed assessment practices, increased the accuracy of the data they gather and reduced the duplication of the achievement information they collect.  Teachers make good use of a range of reliable assessments to identify accurately the achievement levels of individual students.  Records of achievement are closely linked to reporting procedures.

Teachers should now extend these good practices to other areas of classroom assessment.  In particular they need to:

• increase the consistency of assessment practices within and across syndicates;
• identify different levels of achievement of students in their classes when planning units of work; and
• analyse assessment information more fully, particularly in areas beyond literacy and numeracy to identify strengths and next steps in learning.

Students have regular opportunities to learn different forms of writing.  Teachers emphasise the development of skills.  Specific feedback helps students identify what they have done well and what they still need to learn.  Students enjoy writing.  Increasing opportunities for students to choose their own topics and audience and further integration of information and communications technology (ICT) are likely to increase students’ motivation and interest.

Syndicate leaders provide good support for teachers.  The teaching environment is positive.  Teachers work together effectively in their syndicates in planning programmes that will engage students’ interest. They have undertaken extensive professional development in a number of curriculum areas.  An establishment period would enable new teaching approaches to be consolidated.

The learning environment is positive and affirming.  Students are polite and respectful.  During the review, they spoke with pride about their school.  Senior students are encouraged to take leadership roles, be involved in decision-making and support the learning and welfare of other students.  The school has efficient systems for minimising and responding to any instances of bullying. 

The board is well informed about school programmes.  It is receiving useful student achievement information with which to make decisions about future programmes and resources.  Parents are kept well informed of programme initiatives through education sessions and regular newsletters.  The computerised school administration systems are a feature of management at the school.  No areas of non-compliance were identified during the review. 

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.  The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz

 

Isabell Sinclair Irwin            signed
Area Manager

for Chief Review Officer

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GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews.  The purpose of each review is to:

·        improve educational achievement in schools; and

·        provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

·         School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.

·         Areas of National Interest – information about how Government policies are working in schools.

·         Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.  The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement.  A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue.  There is no direct link between the number of recommendations in this report and the overall performance of this school.

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