- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
Adventure School in Whitby caters for students in Years 1 to 8. Its current roll is 415, with 7% Māori and 5% Pacific. The principal and five teaching staff were appointed at the beginning of 2013. A new Board of Trustees was elected in the same year.
The school’s RIPPER values (Respect, Integrity, Personal excellence, Participation, Empathy and Resilience) are used to promote student independence, learning and good personal relationships.
The school has a positive reporting history with ERO. This review finds that good quality practice has been sustained. School leaders and teachers are strongly focused on improving students’ achievement through effective teaching.
School leaders and teachers use assessment information effectively to support positive improvement to students’ engagement, progress and achievement.
Collated student achievement information from the end of 2012 and mid 2013, shows that the majority of students are achieving at and above in relation to National Standards in reading, writing and mathematics. The achievement of Māori students is at a similar level to that of the whole school in mathematics. Slightly more Māori students achieve below expectations in reading and writing than the whole school group.
Teachers use achievement information to:
Senior leaders identify a key next step for the teaching team is to extend moderation processes to include the local school cluster in decision-making. This is likely to strengthen teachers’ overall judgements about students’ achievement in reading and mathematics.
Senior leaders use achievement data to:
School leaders agree that more detailed reporting to the board about the impact and effectiveness of programmes and interventions is a next step that should better support trustees' decisions about resourcing and programme development.
Students are engaged in their learning. They are enthusiastic, self-managing learners. Teachers support students to set goals, reflect on their achievement and make choices to assist them to progress.
An established process assists transition of students into the new entrant classroom. Parents of these students receive a range of information to support understanding of, and participation in, their child’s learning. School leaders agree that it is time to review and further develop their approach to supporting successful transition to school.
Parents receive comprehensive reports about students’ progress and achievement in relation to National Standards. Information-sharing includes students and assists home and school to better support each individual’s learning.
The Adventure School Curriculum effectively promotes positive learning outcomes for students. It links the school’s vision and beliefs and values, to the principles of The New Zealand Curriculum and emphasises the development of key competencies.
There is a clear focus on literacy, mathematics, physical education and an integrated approach to teaching and learning which is responsive to teachers’ and students’ interests and strengths.
The school’s expectations for assessment and planning are well implemented. Consistently sound teaching reflects the school’s expectations and successfully promotes learning. The senior leadership team is committed to providing ongoing professional development and sustaining rich conversation around the use of data to inform teacher practice and enhance student learning.
Systems are in place to support the achievement of Pacific students. Senior leaders acknowledge that these need to be clearly documented to promote ongoing monitoring and review.
Māori students are well supported to achieve. Staff have raised the profile of te ao Māori to better meet the needs of Māori students. The focus on promoting Māori language and culture is informed by discussions with whānau.
The January 2011 ERO report identified that the Kaieke initiative (schoolwide programme with a tikanga Māori focus) was highly valued by students and staff, and recognised the positive contribution the programme makes to the life of the school. Staff have continued to build and strengthen the initiative. An effective bicultural programme is implemented.
Senior leaders and the teacher in charge of Māori initiatives in the school intend to review and redevelop the plan to continue to enhance the learning of Māori students.
ERO’s findings consider it timely that leaders and teachers continue to develop a shared understanding of what success for Māori as Māori means.
The school is well placed to sustain and improve its practice.
Strategic and annual planning is well aligned to the vision and values of the charter. Strategic goals are clearly documented and student focused. Trustees have developed a three-year plan that outlines accountabilities and priorities for review and development. This is focused on promoting improved outcomes for students and should continue to support collaborative decision-making about future direction.
Trustees have undertaken a range of professional development to raise board capability and understanding of governance role and responsibilities. They have developed a communication plan to guide consultation with the community. A governance manual supports board operation.
The school management team effectively leads and supports staff in improving outcomes for students. Staff strengths, skills and abilities are recognised and used. The experienced leadership team has good knowledge of the curriculum, school and community. Students have numerous opportunities to be leaders. They carry out their duties diligently.
A well-considered approach to improving teacher capability is supported by a robust, improvement-focused appraisal process. Teachers receive constructive feedback that supports their practice. Professional development is linked to appraisal, school priorities and teachers’ personal development needs.
Ongoing discussion and reflection enables senior leaders and trustees to identify areas of practice and operation requiring further development. School leaders agree the school’s approach to self review should be strengthened through adopting a more consistent, evaluative approach. This is likely to result in better support for sustaining good practice and managing change for improvement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
12 February 2014
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Location |
Whitby |
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Ministry of Education profile number |
1195 |
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School type |
Full Primary (Years 1 to 8) |
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School roll |
415 |
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Gender composition |
Female 51%, Male 49% |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
7% 82% 11% |
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Review team on site |
November 2013 |
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Date of this report |
12 February 2014 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
January 2011 September 2007 December 2004 |
