Bromley School - 18/10/2012

• On this page:

• 1. Context
• 2. Learning
• 3. Curriculum
• 4. Sustainable Performance
• About the School

1. Context

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

The board, staff and students have been resilient in the face of challenges from the Canterbury earthquakes. Some students left after the earthquakes, but many have returned. The roll is now only slightly lower than prior to the earthquakes.

Trustees, leaders and staff have worked effectively together and with whānau to ensure they keep a focus on students’ learning and well-being.

The curriculum in the junior school strongly reflects the philosophy and practices of Reggio Emilia education. The board and teachers believe this is a reason for improved achievement levels in the junior school.

2. Learning

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

Students feel school is a safe place to be. They are able to focus on their learning and to work on achieving their learning goals.

Students are well supported by a range of strategies to ensure they are present and engaged in learning. Behaviour management and food in schools programmes focus on supporting the well-being of students. Since the June 2009 ERO review senior leaders and teachers have made good progress with strengthening assessment practices. Teachers use effective diagnostic assessments to identify learning needs and to plan programmes. Learning support initiatives target students well and aim to accelerate their learning. Support is strongly based within class programmes and students are closely monitored.

National Standards information shows that many students have made good progress in literacy and mathematics from 2011 to 2012. Information reported to the board in June 2012 shows that over 70% of students are achieving at or above their expected levels in reading, written language and numeracy. Increased levels of achievement are particularly evident in the junior school.

The school has identified that many boys are not making satisfactory progress, especially in Years 4 to 6. These boys are now being targeted though school-wide achievement targets and their progress is regularly monitored and reported. Māori and Pacific students achieve at levels similar to those of other students.

The next steps to improve student achievement are to:

• further explore the reasons for low levels of boys’ achievement, find better ways to increase their engagement, and accelerate their rates of progress in literacy and mathematics
• continue to develop teachers’ abilities to make accurate overall teacher judgements when assessing students.

3. Curriculum

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

Students experience learning through well-planned class programmes. The junior school curriculum places a strong emphasis on providing students with a wide range of opportunities to extend their oral language as a basis for further learning. These include:

• engaging in practical hands-on learning
• using a wide range of equipment and materials
• teaching processes that focus on enjoyment in learning as a way of engaging students
• using imagination to build on children’s interests and abilities
• engaging effectively with whānau to support a shared approach to learning.

Teachers have focussed on improving their knowledge and use of information and communication technologies (ICT), and how they can use them to enhance students’ learning. The board has provided a good level of resources and both teachers and students are making greater use of them within learning programmes.

Teachers have participated in a range of professional development to improve their understanding of learning and teaching. Their learning is being well used to improve programmes, their teaching and their support of students as they learn.

Supporting students’ transition to school is a strong feature of the junior school programme. This is improving how well students engage in their learning and the progress they make. Junior teachers have close relationships with early childhood centre personnel. Students are also well supported as they move to the next year level in the school.

The school and ERO have identified the need to review and further develop the Bromley curriculum to ensure it fully meets the expectations of the New Zealand Curriculum. This review and development should cover:

• guidelines for the implementation of all aspects and learning areas of the New Zealand Curriculum
• a clear indication of the school’s approach to inquiry at each level of the school, thinking strategies, and how the junior school curriculum will link to the curriculum in middle and senior school
• a review of the mathematics curriculum to ensure it is meeting the needs of all students
• evaluating the extent to which ICT is well embedded within the curriculum to support and enhance students’ learning.

These improved guidelines will provide a basis against which effective curriculum review can be carried out.

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

Māori students participate well in a long-standing kapa haka programme. They have opportunities to celebrate their language and culture school-wide and within class programmes. Whānau are encouraged to support and participate in their children’s learning.

The school has consulted with Māori whānau. Targets have been set with the advice of a student achievement practioner to improve the engagement and achievement of Māori students identified as not achieving to national expectations.

4. Sustainable Performance

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

The school is developing a range of processes and practices to ensure that it can effectively evaluate all aspects of school operations.

Trustees are committed to meeting the needs of students through their governance roles. Trustees have taken training to improve their understanding of governance practices. They work collaboratively as a team to support the school’s development and to improve learning opportunities for students.

Teachers are well supported to lead curriculum initiatives at syndicate and school-wide levels. These initiatives include:

• behaviour management systems that support students to keep a strong focus on their learning
• literacy leadership and related professional development
• culturally responsive teaching practices to increase the engagement levels of all students
• the use of ICT to make these technologies an integral part of students’ learning
• an approach to teaching in the junior school that improves students’ oral language as a basis for supporting their learning.

The intended outcomes of these initiatives are to improve the engagement and achievement levels of students.

Teachers are committed to the school, reflective in their practice, and focused on improvement for the benefit of students.

The board, staff and students are well supported by parents, community initiatives and external agencies to provide a range of support and a positive and safe environment for students.

The next steps identified by the board and ERO to improve and sustain its performance is to:

• develop clear processes for rigorous evaluation at board, management and teacher levels so that reflective practices can be used effectively within school-wide review
• ensure there is alignment from the board’s strategic goals through all levels of planning for leaders, managers and teachers to ensure reporting to the board is evaluative, comprehensive and useful.

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
• 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

18 October 2012

About the School