Findings
Students have many rich and varied opportunities to succeed in their learning. The board and principal work well together. They are focused on making continued improvements that benefit students. Key next steps include identifying the school’s vision of a successful Year 6 student and strengthening the bicultural programme.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Fairton School is in a semi-rural area. The school’s small roll allows teachers good opportunities to individually support students with their learning. Students and staff are respectful and inclusive of others. Parents, whānau and the wider community are welcome in the school.
The principal and board have made considerable progress since the October 2011 ERO review. The board has overseen significant improvements in the school’s buildings and facilities. The curriculum includes a vision and values that reflect the school and community’s expectations. Parents are well informed about how well their children are achieving against the National Standards.
The board has a good understanding of its governance role. Trustees work in close partnership with the principal. The school’s long-term plans provide good direction for both the board and staff.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers use achievement information well to monitor students’ progress. They plan activities that effectively meet students’ interests and needs. Students confidently talk about their learning and what they need to do next to continue improving. They enjoy sharing their learning with their parents.
Students are achieving well in reading and mathematics, but less well in writing. Teachers have set specific targets for groups of students who are not achieving at the National Standards in writing. They benefit from good quality learning support and have access to a range of helpful resources. Students in Years 4, 5 and 6 are making very good progress in reading, writing and mathematics.
Teachers maintain calm, respectful, learning-focused environments. They have high expectations for learning and behaviour. ERO observed very good levels of student engagement.
Area for review and development
The principal has identified and ERO agrees that:
- achievement targets for students could be more specific so that individual progress can be better identified.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum effectively promotes and supports student learning. Teachers provide a range of rich learning experiences across the curriculum. This includes bicultural aspects that are beginning to develop students’ awareness of, and involvement with, their local marae.
The school values and key competencies support students’ learning and personal development. Students and teachers reflect the school’s values in the caring support they give to others.
Teachers provide good opportunities for students to achieve success in all learning areas. They plan activities that encourage and challenge students to follow their interests and use their strengths in subjects such as art, science or technology.
Areas for review and development
The principal and teachers could strengthen the curriculum by identifying what a successful learner at Fairton School will look like at the end of Year 6.
Teachers could further enhance students’ learning by reflecting on the impact of the changes they make to their teaching in response to students’ learning needs.
How effectively does the school promote educational success for Māori, as Māori?
The principal and teachers recognise that they need to do more to raise the achievement of Māori students in reading, writing and mathematics. As with all students, Māori students enjoy positive relationships with their teachers and peers. They are beginning to have opportunities to hear and use te reo Māori and to learn about tikanga Māori. Members of the local marae have invited students to draw a mural for the new whare. This will provide opportunities for staff and students to link the school’s mural to the local Māori history stories.
Areas for review and development
The board and principal have identified, and ERO agrees, that the next steps are to:
- explore further ways to raise Māori student achievement
- continue to strengthen teachers’ understanding and use of te reo Māori
- further incorporate bicultural perspectives throughout the curriculum
- continue to strengthen their partnerships in learning with parents, families and whānau
- develop a programme that will appropriately respond to Pacific students and those from other cultural backgrounds who may enrol in the school.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. The principal provides highly effective professional leadership. The staff work collaboratively and use their strengths to support student learning.
The board and principal have developed systems and processes to ensure ongoing school improvement. A useful self-review process supports this. A time of consolidation is now needed to embed the systems and procedures that have already been developed.
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.
During the onsite stage of the review, ERO identified the following areas relating to health and safety that need to be addressed:
- regular earthquake drills
- board and staff familiarity with the requirements outlined in the Ministry of Education’s Education Outside the Classroom Guidelines (2009).
Conclusion
Students have many rich and varied opportunities to succeed in their learning. The board and principal work well together. They are focused on making continued improvements that benefit students. Key next steps include identifying the school’s vision of a successful Year 6 student and strengthening the bicultural programme.
ERO is likely to carry out the next review in three years.
Graham Randell
National Manager Review Services Southern Region
11 September 2014
About the School
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Location
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Ashburton, Mid Canterbury
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Ministry of Education profile number
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3336
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School type
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Contributing (Years 1 to 6)
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School roll
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33
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Gender composition
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Girls 17 Boys 16
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Ethnic composition
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NZ European/Pākehā
Māori
Asian
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24
7
2
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Review team on site
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August 2014
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Date of this report
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11 September 2014
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Most recent ERO reports
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Education Review
Education Review
Education Review
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October 2011
March 2008
June 2005
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