Conclusion

These examples of good practice highlight a clear commitment to working with the National Standards paired with school cultures that are proactive and focus on initiating change. Leaders and teachers understood how the National Standards aligned with and were part of the New Zealand Curriculum. They used the standards to help them monitor how each student was progressing and to identify what they need to work on next. In these schools, school leaders, trustees, teachers, and parents and whānau all recognise the part they played in ensuring each learner was achieving and progressing.

Each of the eight schools continues to focus on further improvements. They were all able to identify next steps for working with the standards, recognising that this was an ongoing process of review and refinement. The main next steps themes common across many of the schools included:

  • trustees continuing to monitor the impact of PLD and resources on student progress and achievement
  • trustees asking better questions about student progress and achievement data
  • leaders continuing to build knowledge about the National Standards among all groups in the school, and across clusters of schools
  • leaders refining reporting to the board
  • leaders and teachers further developing moderation practices and developing clear indicators, expectations and exemplars in relation to the standards
  • leaders and teachers refining reporting to parents, both formally and informally, and showing student progress over time
  • leaders and teachers developing students’ knowledge and understanding of their progress and achievement in relation to the National Standards
  • leaders and teachers working to create seamless transitions to and from other schools when sharing students’ achievement information
  • leaders and teachers managing workloads.

These next steps demonstrate a strong commitment to increasing communication and learning partnerships to ensure each learner in their school can make the best possible progress.