Balmoral S D A School

1 Context

Balmoral SDA School is a state-integrated Seventh Day Adventist school in Auckland. It provides education for children in Years 1 to 8. A new principal started in the school in 2016. The teachers bring a range of teaching experience. Staff have been involved in professional development in mathematics and reading.

2 Equity and excellence

The vision and valued outcomes defined by the school are for all children to follow the Christian special character philosophy expressed in 'Growing Leaders and Serving Others'. Values of respect, integrity, responsibility and excellence support the school's mission of 'Educating for Eternity'.

The school’s achievement information shows that over the last three years National Standards results in reading and mathematics have gradually improved. Eighty-four percent of children are now achieving at or above National Standards in reading. Seventy-one percent of children are now achieving at or above National Standards in mathematics. Writing is a key improvement priority for the school with seventy- percent of children achieving at or above National Standards in writing at the end of 2015.

Since the last ERO review in 2013 the school has had a major focus on reading and mathematics. This work has helped teachers improve their teaching and internal assessment moderation practices. They are making increasing use of student achievement data to inform the students' next learning steps.

3 Accelerating achievement

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

The school has begun to respond to children whose learning and achievement need acceleration.

The school's 2015 student achievement information show that there is a significant gap between the high levels of achievement in reading and the lower levels achieved in mathematics and writing. The most obvious inconsistency is the difference between how well Pasifika children achieve in reading (88% are at or above the National Standards) and how well they achieve in mathematics (67%) and writing (67%).

In 2015 three children made accelerated progress in mathematics from teaching interventions. Most children on intervention programmes have improved within mathematics.

Writing is a school wide improvement focus for 2016. An external provider is facilitating the professional development. Although teachers have identified and recognised the children needing acceleration and have a range of strategies aimed to progress and accelerate their achievement, it is unclear at this stage if these have had the intended impact

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school effectively enacts the school's vision, values, goals and priorities for equity and excellence. The vision and values have been articulated and embedded throughout the school. Teachers and children are mutually respectful in a nurturing environment that is conducive to children's learning.

Teachers use a Christian faith-based programme to teach the key competencies of The New Zealand Curriculum. It is now timely to develop curriculum contexts that are more responsive to children's interests and needs.

The school's families are from diverse cultures, with a common values base. Parents appreciate this sense of community. Learning partnerships with parents are being developed. The school could now develop programmes that provide learning about New Zealand's bicultural heritage in a multi-ethnic setting.

Teachers work collaboratively to identify students who need support with their learning. Learning support staff work closely with classroom teachers to accelerate children's learning and monitor their progress. Leaders and teachers could include children and their families more in this process.

The new principal has adopted a considered and collaborative approach to change. She identifies and develops internal and external expertise to respond to specific needs and support the achievement of the school goals. ERO discussed with the principal ways to support school improvement through: 

• providing leadership opportunities through formal and informal delegation
• developing shared understandings of teaching expectations with staff
• continuing to strengthen reflective and collaborative approaches for ongoing improvement in teaching practices
• reviewing the appraisal system to include the appraisal of staff against the Practising Teacher Criteria. 

The board of trustees is beginning to implement strategies to raise student achievement. Trustees recognise the need to upskill in this area so they can better scrutinize student data, support teachers and improve outcomes for children. Reporting to board should be improved so that the board is better informed about the achievement and progress of children. The board has begun to develop strategies to evaluate its effectiveness as a board.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers: 

• know the children whose learning and achievement need to be accelerated
• have not yet developed approaches that effectively meet the needs of each child
• have not yet ensured the school is well placed to achieve and sustain equitable and excellent outcomes for all children. 

The following areas of future focus have been developed with the principal to build the school's capacity to achieve and sustain equitable and excellent outcomes for all children 

• develop systems in the school to support acceleration of student achievement
• continue to develop a responsive and relevant school curriculum
• increase student ownership of learning
• increase professional collaboration, reflection and shared understanding of best practice
• improve strategic planning and internal evaluation. 

Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, ERO exemplars of good practice and the School Evaluation Indicators to address the findings of this evaluation and develop a Raising Achievement Plan that includes a significant focus on building teacher capability to accelerate learning and achievement.

As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes.

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

6 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 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

• processes for appointing staff

• stand down, suspensions, expulsions and exclusions

• attendance

• compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the board and school leaders review the school curriculum and develop management systems that promote ongoing improvements in student learning and achievement. 

Graham Randell

Deputy Chief Review Officer Northern

30 June 2016

About the school

1 Context

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

Balmoral Seventh-Day Adventist is a state integrated school that caters for students in Year 1 to 8. The school promotes an inclusive, caring environment that strongly reflects the Seventh Day Adventist philosophy. Although the school community is widespread, the majority of families are united around the church community. The small size of the school contributes to a family-like setting where each student is known and valued. Almost half of the students are of Pacific heritage and a small number of Māori students attend the school. Māori are represented on the board of trustees and on the staff.

Students are happy and cooperative in the school environment, taking responsibility for themselves and others within a culture of care and compassion. They have leadership opportunities and engage in a range of activities related to the life of the school and church.

Since the 2010 ERO review, the school has continued to develop its curriculum to align with the principles and the key competencies of The New Zealand Curriculum (NZC). Teachers have participated in professional learning and development to raise student achievement and are currently engaged in a programme designed to improve students’ progress in mathematics.

2 Learning

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

School data show good levels of student achievement overall. The data show an increased number of students achieving at and above National Standards over a two year period and confirm that additional learning support is helping to raise student achievement levels in reading and writing. This information indicates that the professional development in mathematics being undertaken by teachers is having a positive impact on teaching and learning in the school.

The school makes good use of achievement information to promote student learning. Improvements made over the past three years have resulted in well established school-wide systems to collect and present assessment data. The board of trustees is well informed about school-wide achievement and progress and is able to monitor school standards over time. The board is also well informed about strategies the principal and staff have put in place to support students at risk of not achieving.

The principal uses achievement information well to identify students at risk of not achieving. The school’s annual charter prioritises the promotion of progress and achievement of these students. Although the targets set do not differentiate on the basis of gender or ethnicity, reports on how well the targets were met show this information. Analyses of school data show that target students, including those who are Māori and Pacific, are making steady progress. The principal also uses achievement information to identify what should be included in the professional development programme for teachers.

Teachers are increasingly involved in analysing assessment data. They use the outcomes to group students for instruction and to provide positive and successful learning support programmes. Teachers are increasingly sharing achievement information with students to promote greater student involvement in their learning.

School leaders recognise that next steps are to:

• extend and embed how well teachers use assessment data in the planning and implementation of their classroom programmes
• review and refine assessment processes so that assessment of student learning is valid and purposeful
• continue to further develop teachers’ understanding of assessment processes in relation to the National Standards.

3 Curriculum

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

School managers are continuing to review and develop the school curriculum. Priority is given to the school’s special character and to embedding good foundations for the development of literacy and numeracy skills. Students experience a variety of broader learning opportunities through programmes such as the visual arts and te reo Māori.

Some good teaching practices, and inclusive, well-organised learning environments, are evident. Teachers have in depth knowledge of students as individuals; and some use effective strategies to foster student engagement in their learning. Teachers have high expectations of students and give priority to building students’ achievement, in reading, writing and oral language.

Overall, sound foundations are in place to promote and support student learning. The principal and ERO agree that there is need to further prioritise development in:

• increasing students’ ownership of their learning
• ensuring that the principles of the NZC are embedded in programmes across the curriculum
• including more culturally relevant content in the curriculum
• further developing the use of key competencies in programmes to support student learning.

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

Educational success for Māori students as Māori is promoted through strong whānau links and frequent communication with whānau. Family and school partnerships now being developed have the potential to further promote Māori educational success. School values and documents highlight the expectation that teachers will integrate the use of te reo Māori into classroom programmes.

4 Sustainable Performance

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

The school is well placed to sustain and improve performance. The principal has established useful external networks to support improved leadership and teaching skills. She has established efficient management systems, modelled new approaches for teaching and is developing a more robust teacher appraisal process.

The board of trustees is well informed about aspects of curriculum development. The principal and trustees ensure that the school operates effectively, resources are well managed, and the special character of the school is maintained. They encourage partnerships with parents and are responsive to community aspirations.

The principal has been proactive in leading curriculum developments. She is focused on building leadership capability and on increasing opportunities for students to take a greater role in developing their own learning.

In order to increase the school’s capacity to sustain and improve its performance, trustees and school leaders should:

• improve the clarity of documentation related to board decision making
• increase the board’s involvement in self review, including review of strategic plans and policies
• further develop the board’s understanding of its role as a good employer
• embed the implementation of new teaching practices and consider further strategies to support teachers’ professional growth and development.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review two international students were attending the school.

Records show that Ministry of Education expectations in relation to international students are known and followed.

International students benefit from the school’s family-like environment and its inclusive culture. They socialise and have developed friendships with other students. Students receive good quality English language support to promote their participation in classroom programmes.

ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

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.

In order to improve current practice the board of trustees should:

• improve systems for monitoring, analysing and improving student attendance
• improve reporting on health and safety to enable the board to be assured that all legal requirements are met.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services Northern Region

4 July 2013

About the School