Addington Te Kura Taumatua

Education institution number:
3271
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
290
Telephone:
Address:

22 Brougham Street, Addington, Christchurch

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Addington Te Kura Taumatua

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Addington Te Kura Taumatua working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Addington Te Kura Taumatua on is on the outskirts of central Christchurch and provides education for students in Years 1 to 6. The school also shares its site with a Conductive Education Unit for Years 1 to 8. The school appointed a first-time principal in 2020. The school is an active member of the Kahukura Community of Practice, which is made up of seven surrounding schools all aiming to improve engagement and achievement for learners and whānau.

Addington Te Kura Taumatua’s strategic priorities for improving outcomes for learners are to:

  • ensure curriculum design and delivery is learner focused so every student can experience success as they recognise and use their strengths across the curriculum and reach their full potential, as per the mathematics development in 2021/22

  • keep the wellbeing and strengths of the whole child at the centre of all we do, through mana enhancing, inclusive and culturally responsive practises, as per Te Reo/Aotearoa Histories and Pacific developments for 2022

  • strengthen the relationships we have with our students, whānau, tangata whenua and wider community.

You can find a copy of the school’s strategic and annual plan on the website of Addington Te Kura Taumatua website.

ERO and the school are working together to evaluate the effectiveness of schoolwide evaluation practices.

The rationale for selecting this evaluation is to:

  • strengthen pedagogical practice to ensure equity and excellence, particularly in mathematics

  • improve culturally responsive practices to support Māori, Pacific, and priority learners

  • strengthen the ways diversity and identity are reflected in the localised curriculum

  • ensure assessment for learning practices and achievement information are used to inform teaching, learning and evaluation.

The school expects to see its planned interventions result in equitable outcomes for Māori and Pacific, with a particular focus on Years 4 to 6 learners.

Strengths

The school can draw from the following strengths to support the school in its goal to determine the effectiveness of schoolwide evaluation practices:

  • an embedded sharing of effective teacher practice through collaborative practice analysis approaches and a strengths-based approach to teachers’ professional growth cycle and leadership development

  • strengthened culturally responsive, inclusive, and evidence-based approaches to teaching and learning that have had proven impact on learner progress, achievement, and wellbeing within the classroom

  • commitment to and the resourcing of professional development in quality Assessment to Learn practices and additional resourcing for Te Reo Māori and Linguistically Diverse Learners

  • successful partnership with the Kahukura Community of Practice.

Where to next?

Moving forward, the school will prioritise:

  • further developing teacher capability in effective teaching, assessment, and culturally responsive practices to continue to promote greater outcomes for learners, through utilising external and internal professional learning programmes

  • strengthening evaluation for improvement practices to promote effective teaching and differentiated learning, with a particular focus on mathematics.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

7 February 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Addington Te Kura Taumatua

Board Assurance with Regulatory and Legislative Requirements Report 2021 to 2024

As of November 2021, the Addington Te Kura Taumatua Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Addington Te Kura Taumatua Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

7 February 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Addington School - 29/06/2017

Summary

Addington School’s roll at the time of this review was 228. There were 71 Māori, 21 Pacific, and 40 Asian children attending the school. The rest of the roll included children from a number of other ethnicities and children who are English Speakers of Other Languages (ESOL).

The school’s achievement information shows many examples of individual children’s progress over time. Children’s achievement in writing has continued to improve over time.

The school has responded positively to addressing most of the next steps identified in the 2012 ERO report.

How well is the school achieving equitable outcomes for all children?

The school responds effectively to promoting equitable outcomes for all children.

Children’s pastoral care needs are sensitively met to foster their wellbeing and learning. Leaders and teachers closely monitor children with learning needs and provide specific learning strategies and programmes to support their progress and achievement.

School leaders and teachers need to extend opportunities for children to have greater ownership of their own learning. They also need to further develop systems and processes for internal evaluation and strengthen the consistency of the new appraisal process.

The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school responds well to Māori and other children whose learning and achievement needs acceleration.

School achievement information includes all children enrolled at the school, including those children who participate in the Conductive Education programme. Children achieve best in writing. More than half of Māori children achieve at or above the National Standards in reading, writing and mathematics.

The school’s achievement information shows many children making accelerated progress. In 2016 children in the mathematics target group made significant progress. In-school disparity has been identified and teachers have implemented processes and practices to address this.

Teachers benefit from targeted professional development, which is increasing their knowledge and use of assessment information. This is helping them to make more reliable judgements about children’s levels of achievement, using a suitable range of assessment tools. School leaders could consider opportunities beyond the school to continue to strengthen moderation practices.

ERO is likely to carry out the next review in 3 years.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has a range of effective processes for enabling achievement of equity and excellence.

School leaders and trustees plan strategically and are solution focused. They place high priority on providing equitable learning and achievement opportunities for all children.

The school’s shared vision and values are purposefully integrated in processes, key documentation and practices across the school. They are well known by children and used effectively to build their sense of identity and confidence as learners. Teachers provide children with meaningful learning opportunities in which Māori perspectives and values are carefully considered.

The board, leaders and staff have a holistic approach to building children’s sense of belonging, progress and achievement that is underpinned by Māori concepts of wellbeing. Diversity and difference are valued and are an integral part of the inclusive culture, providing children with a strong sense of belonging. There is an intentional emphasis on promoting positive behaviour and attitudes to foster children’s learning. Their pastoral care needs are well provided for in a variety of sensitive ways.

Leaders and teachers ensure equity and excellence by identifying, monitoring and tracking those children at risk of not achieving. Specific strategies and programmes are identified to support these learners. There are a number of children who receive additional in-class support and targeted oral language development.

School leaders have high expectations for learning and teaching. They work collaboratively with teachers and provide specific feedback to increase understandings of best teaching practice.

School staff establish responsive and respectful relationships with children, families and staff. They have extensive cultural networks within the community and are actively involved in the local Kahukura cluster of collaborative schools. This is enabling the sharing of best practices and expertise to ensure positive outcomes for children and their whānau.

Sustainable development for equity and excellence

The school has a broad range of processes to achieve equity and excellence. A number of positive initiatives have been introduced and are still being integrated into school practices. 

What further developments are needed in school processes to achieve equity and excellence?

Senior leaders now need to develop:

  • internal evaluation systems that evaluate the impact of school programme processes and practices on outcomes for children
  • sufficient opportunities for children to take ownership of their own learning.

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
  • 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 Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are progressing well and have a sense of belonging. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • further develop internal evaluation systems and practices
  • strengthen the consistency of the new appraisal system. 

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

29 June 2017

About the school 

Location

Christchurch

Ministry of Education profile number

3271

School type

Contributing

School roll

228

Gender composition

Girls 51% Boys 49%

Ethnic composition

Māori 31%
Pākehā 35%
Pacific 9%
Asian 18%
Other ethnicities 7%

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

29 June 2017

Most recent ERO reports

Education Review October 2012
Education Review June 2009