Gisborne Central School continues to provide students with a high standard of education. A culture of striving for excellence and innovation is evident throughout the school. The encouragement of partnership and involvement of students and families results in the continual enhancement of the school's wairua (spirit).
Students are capable and confident learners. They learn in stimulating environments where student-teacher relationships are mutually respectful and their needs are given high priority. Well organised classrooms foster student independence and pleasure in learning. The effective use of information and communication technologies (ICT) contributes to students' understanding and engagement in their learning. Achievement data indicates that most students, including Māori and Pacific, achieve at or above national expectations in reading and numeracy.
Teachers have high expectations for student achievement and challenge them to extend their capabilities. Reflective practice is an integral part of teaching and learning. Through targeted professional learning and development (PLD), teachers enhance their knowledge and teaching skills to further improve student learning outcomes.
The principal has a clear vision for the school focused on enhancement. Senior leaders ably support the principal's vision through their commitment to the change and innovative practice required to further improve student outcomes.
The board of trustees enjoys positive working relationship with the principal and shares his vision for the school. Trustees bring a variety of skills. Their decision making is student-centred and based on achievement information.
A range of consultative practices enable parents' views to be sought and well considered. Komiti Awhina makes a significant contribution towards the enhancement of student achievement and whānau involvement in the life of the school. The provision of additional resources, through a commitment to fundraising by the Parent Support Group, families and the wider community enables students to access high quality educational equipment and experiences. Strong relationships exist between the school, parents and its community. Some families have long associations with the school.
ERO and the board agreed on the impact of assessment practices and PLD on outcomes for students as the focus areas for this review. The report affirms good practice and suggests steps for further improvement. These developments include identifying information required to raise expectations for student achievement, reducing the variable practice related to assessment, and using teacher appraisal to embed greater consistency of effective teaching.
Future Action
ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.
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, www.ero.govt.nz.
Kathleen Atkins
National Manager Review Services, Central Region
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.
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
| 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. |
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
Visit Gisborne Central School