Greymouth Main School

Findings

This high-performing school provides an inclusive, caring environment for students and families. Most students achieve very well and continue to make progress over time. The board, school leaders and staff work together to build on existing strengths and continue to make improvements to benefit students. Māori students are well supported to achieve success as Māori. The involvement of parents/whānau in students’ learning is valued and is being strengthened.

ERO is likely to carry out the next review in four-to-five years.

1. Context

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

The board and staff provide a caring, inclusive environment that strongly supports students’ learning and wellbeing. Students and parents report that the board and staff are welcoming and supportive.

The local community and wider locations are used extensively to enhance students’ learning. The vast school garden is an integral part of the school’s curriculum.

A bilingual class was set up in 2014 for selected students in Years 1 to 4. Another bilingual class will be opened for students in Years 5 to 8 at the beginning of 2015. The school ensures that the teachers of these classes are highly skilled in te reo and tikanga Māori.

The school is working closely with a cluster of local schools to make changes to programmes and practices that are helping to improve outcomes for students.

Partnerships in learning with whānau are valued and are being strengthened.

A board-funded counsellor supports students, staff and families.

The board, school leaders and staff responded positively to the recommendations in the 2011 ERO report. This is most evident in developments in self review and bilingual learning.

2. Learning

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

The school makes effective use of achievement information to promote student engagement, progress and achievement.

Well-analysed information reported to the board, shows that achievement in relation to the National Standards in reading and mathematics is above national expectations. Writing levels are slightly lower, but still reflect good achievement for most students. High levels of achievement have been maintained in reading and good progress has been made in writing and mathematics between 2012 and 2013.

Māori students are achieving slightly below other students, but made good progress in writing and mathematics in the same period.

The board, school leaders and teachers use achievement information from a range of reliable sources in reading, writing and mathematics to:

• set challenging, measurable targets and take deliberate actions to raise achievement
• develop an intervention programme focused on improving students’ literacy levels
• closely monitor student progress at all levels of the school
• share information with students and whānau so that they know how well students are progressing and what they still need to learn.

Students with additional learning needs are very well supported. This extra support is well targeted, organized and managed. Some innovative assessments help to provide students and parents with a clear picture of their progress.

Transition to school processes focus appropriately on students’ readiness for school and support students and parents to make this move successfully.

Areas for review and development

School leaders acknowledge that some reports on student achievement to the board and community could be further refined so that the progress students make is more clearly identified.

Student achievement and progress in learning areas other than literacy and mathematics should be reported to students, parents and the board in more detail.

School leaders could consider widening the scope of information they share with, and gain from, parents when five year olds begin school to give greater value to students’ cultural identity and learning interests, characteristics and attitudes.

3. Curriculum

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

The school’s curriculum strongly promotes student learning.

In line with the school’s intention to introduce more flexible learning spaces (modern learning environments), teachers are developing a shared understanding of an approach that provides greater choice for students and more opportunities for them to develop self-management skills.

Strengths of the curriculum include:

• the way programmes take account of students’ interests and experiences
• the priority given to focused instruction in literacy, and mathematics
• the consistent promotion of school values and skills for learning (key competencies)
• the inquiry-based approach that allows students to have an increasing say about what and how they learn.

Two classrooms, well resourced with digital technologies, are used to provide opportunities for students to use technologies extensively to support their learning.

The ongoing development of the school garden has a significant impact on students’ learning across the curriculum.

Teachers' inquiry into the effectiveness of their teaching is having a positive influence on their practice. Teachers are giving greater emphasis to engaging students, especially in writing. Most students display enthusiastic attitudes towards learning.

Areas for review and development

School leaders and teachers have identified, and ERO agrees, that further developing the curriculum to reflect new approaches and practices in teaching and learning is a key next step.

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

The school has taken many positive steps to strengthen the way Māori learners are able to experience success as Māori.

This includes:

• the principal’s research into bilingual education that has led to improvements in the way whānau are consulted and engaged in their children’s learning
• a whānau support group meeting twice a term to share their expectations for successful Māori learners
• the establishment of Te Hiringa (a bilingual class) providing Māori-medium programmes for students
• students having increasing opportunities to hear and use te reo and learn aspects of tikanga Māori in classes, school events and through kapa haka.

Steps have also been taken to increase staff knowledge and confidence in using te reo and tikanga Māori.

The school has made it possible for parents of students in the bilingual class to learn te reo Māori at the school each week from the local polytechnic tutors.

A Māori trustee provides a valuable link between the school and local iwi and rūnanga. A Māori parent, with Māori language expertise, provides regular support for the teacher and students in the bilingual classroom.

Areas for review and development

School leaders recognise that the good progress made in promoting success for Māori learners could be further strengthened by:

• supporting teachers to gain a better understandings about cultural competencies and recognising where these are already evident in practice
• extending teachers’ confidence, knowledge and use of te reo and tikanga Māori through planned professional development in 2015
• continuing to build on bilingual learning initiatives for selected students in Māori medium classes.

4. Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board maintains a focus on student achievement and continuous school improvement.

A well-defined process exists for self review. The board receives regular reports on review findings and recommendations are actioned.

The commitment of the board and the strong professional leadership of the principal and other leaders contribute significantly to the school’s high performance and focused direction setting.

Teachers appreciate and value the support of school leaders and their colleagues.

Professional development for staff is closely linked to student, staff and school priorities. The principal makes good use of staff expertise to lead this development. Together with regular professional discussions and reflection, and rigorous appraisal, this development helps to spread effective practice across the school.

Area for review and development

The board could sharpen the focus of its long-term planning by more clearly identifying the most important priorities to provide specific direction for ongoing improvement.

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.

Conclusion

This high-performing school provides an inclusive, caring environment for students and families. Most students achieve very well and continue to make progress over time. The board, school leaders and staff work together to build on existing strengths and continue to make improvements to benefit students. Māori students are well supported to achieve success as Māori. The involvement of parents/whānau in students’ learning is valued and is being strengthened.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer

Southern Region

19 January 2015

About the School

1. Context

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

Students’ learning is supported by the shared understanding of the values outlined in the school’s learning model. This shared understanding supports student engagement, progress and achievement. The principal and staff are committed to lifelong learning and make good use of relevant new knowledge to improve outcomes for students. Strong leadership and stable staffing also contribute to an effective learning environment for students.

2. Learning

How well are students learning – engaging, progressing and achieving?

Overall students are achieving at or above National Standards in reading, writing and mathematics. The board, managers, staff and students actively welcome and include students with special needs in the life of the school. Purposeful learning support caters for students with identified needs. Appropriate extension programmes effectively promote able students’ participation in learning.

The board has set achievement targets against National Standards in reading, writing and mathematics. Teachers have reported in plain language to parents and whānau about how well their children are achieving against National Standards in reading, writing and mathematics.

The principal and teachers have high expectations for learning and behaviour. Effective teaching practices have resulted in high levels of student engagement and achievement. Students are active participants in their learning and willingly share ideas, support each other and reflect on their learning. Teachers make good use of student achievement information to decide on appropriate teaching programmes and approaches.

Teachers greatly benefit from opportunities to observe highly effective teachers in their classrooms. They have a reflective culture that includes a focus on modifying teaching practice to better meet student needs.

How well are Māori students learning – engaging, progressing and achieving?

Māori students are achieving at similar levels to their peers. Learning and teaching approaches clearly depict Māori values of tuakana-teina (older students supporting younger students and expert teachers sharing their knowledge with other teachers), manaakitanga (caring and sharing) and ako (being both a learner and a teacher). The board is working with the Māori community to establish a bilingual class to provide opportunities for students who wish to learn through te reo Māori.

Māori students identify positive relationships and caring, supportive teachers as being strong reasons for their engagement and learning. Some good examples are evident of Māori perspectives being included in class programmes. This good practice should now be more consistently applied across the school.

3. Curriculum

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

The school curriculum clearly reflects the school and community aspirations for students to achieve success in learning, experience well-being and become good citizens. Teachers successfully integrate the curriculum values and vision into class programmes.

School curriculum policies and procedures provide clear expectations and guidance for teachers and support staff. These procedures reflect the high expectations that senior managers and teachers have for student achievement and are helping to provide consistency in classroom practices. Good quality planning formats are used by most teachers to meet the learning needs of all students. This is most evident in literacy and numeracy planning. The syndicate leaders are working with teachers to ensure that their planning reflects students’ interests and the local context, as outlined in the school's curriculum.

Senior managers and teachers have successfully embedded reporting against National Standards and acknowledge that they now need to complete their integrated curriculum.

4. Sustainable Performance

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

The board and staff maintain strong links with its families and the wider community. The school provides support for parents of preschool students who are about to start school. This includes useful information about ways parents can support their children in being ready to enjoy books, use writing tools and work with numbers. This collaborative initiative is successfully preparing children for school, developing their self esteem, and strengthening relationships between parents and teachers.

The charter, strategic and annual plans provide clear, explicit direction for school operations.

The board and senior managers regularly conduct self review and make good use of the information they gather to modify their practices and improve outcomes for students. The next step is to establish one clearly defined process of self review that the board, staff and students can use to sustain and continually improve their practices, teaching and learning.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the 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
• 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
• attendance.

When is ERO likely to review the school again?

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

Graham Randell National Manager Review Services Southern Region

4 October 2011

About the School

1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides