School Context
Waverley Primary School is located in South Taranaki, for students in Years 1 to 8. It has a roll of 90, with 44 identifying as Māori. The school’s vision statement is ‘Inspiring today’s learners to thrive in tomorrow’s world’.
The 2020 strategic goals include fostering high expectations and a focus on improved student achievement for all learners.
There have been some staff and trustee changes since the 2016 ERO report. In November 2019, a limited statutory manager was put in place to support the board of trustees in the areas of employment, policies and procedures and communications. An acting principal was appointed at the start of 2020. Since the onsite stage of the review, there have been further staff changes and a new deputy principal has been appointed.
Teachers have been involved in Accelerating Learning in Literacy (ALL) professional development during 2019.
Waverley Primary School is part of the South Taranaki Kāhui Ako.
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?
During the onsite review the school was unable to reliably demonstrate how well students progress and achieve in reading, writing and mathematics. Strengthening the management and use of student achievement information is a high priority for school leadership.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
During the onsite review the school was unable to identify, dependably, the rates of acceleration for those Māori and other students whose learning is at risk.
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?
Caring and positive relationships are evident between teachers and students. Teachers know students and whānau well and promote tuakana teina relationships. Students enjoy extra learning opportunities including trips, sporting and cultural events and school camps. Leadership opportunities for senior students are promoted.
Students with additional needs are well identified. Regular and purposeful meetings with stakeholders support students’ needs. A range of external expertise is accessed and internal expertise used appropriately.
Appraisal is improvement focused and supports teachers to further develop their professional capability.
Processes are in place to collect and use the views of the school stakeholders including, trustees, staff, parents and students. Making connections and building relationships continues to be a priority for the school.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
There is a significant need for development across a range of school processes and practices to support positive learning outcomes for students.
Trustees and leadership need to give priority to:
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developing a clear strategic direction for the school
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developing annual targets for the number at-risk students requiring acceleration in reading, writing and mathematics and reporting on these regularly to the board of trustees
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the collation and analysis of dependable student progress and achievement information and strengthening its use by students, teachers, leaders and trustees
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developing a localised school curriculum that supports students’ engagement, provides meaningful learning opportunities and reflects a commitment to te ao Māori
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developing clear guidelines and expectations that are documented for the delivery of the curriculum
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promoting opportunities for students to lead their own learning and develop agency in goal setting and self-assessment
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further building of learning partnerships with parents and whānau
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accessing training for trustees so that they more clearly understand their stewardship and leadership roles and responsibilities
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creating and fully implementing school policies and procedural guidelines.
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 Children’s Act 2014.
4 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Waverley School’s performance in achieving valued outcomes for its students is: Needs development.
ERO will maintain an ongoing relationship with the school to build capacity and evaluate progress.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- an inclusive learning environment that supports students’ wellbeing and belonging
- teacher inquiry and professional development that grows collective capability.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- improving the use of assessment information to assist teachers to improve student outcomes
- strengthening target setting, monitoring and evaluation of progress and achievement
- developing a localised curriculum that values and promotes te ao Māori
- documenting shared expectations for effective teaching and learning to provide more consistency across the school.
Actions for compliance
ERO identified several areas of non-compliance and areas for improved compliance practice. Since the onsite phase of the review, the school has provided evidence to show it is addressing these areas:
- emotional safety of students (including prevention of bullying and cyber safety)
- police vetting
- implementation of a career’s education programme for Years 7 and 8
- reviewing and revising policies to ensure these match current school practice and legislation
- ensuring education outside the classroom procedures are robustly implemented
- consultation with the school’s Māori community is underway.
[National Administration Guidelines 1, 1(e) 1 (f), 2, 3, 5; Education Act 1989 Sections 78C – 78D]
ERO recommends that the Secretary for Education continue the statutory intervention under Section 78M of the Education Act 1989 to:
- bring about improvements in trustees’ understanding of their roles and responsibilities
- further develop policies and procedures to support the school to meet its statutory obligations and ensure children’s and adults’ safety and wellbeing are being met.
ERO also recommends that the Ministry of Education provide specialist support for:
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leaders and teachers to improve the effectiveness of their understanding and use of achievement information
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curriculum developments that support students’ engagement, provide meaningful learning opportunities and reflects a commitment to te ao Māori.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
25 June 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.