1 Context
What are the important features of this school that have an impact on student learning?
Discovery School caters for Years 1 to 8 students in the coastal inlet suburb of Whitby, near Porirua.
The school roll is experiencing significant growth. This includes increases in the number of Māori, Pacific and Asian students.
The school forms a strong community hub, with the premises used for after school programmes, including swimming and music tuition. Close links to an adjacent pre-school support younger children’s transition to school. Families are actively involved in their children’s learning. Parent views are valued and inform school developments.
Areas of strength identified in ERO’s April 2011 review continue, particularly with students’ involvement in a wide range of interesting and relevant learning experiences.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Students continue to achieve particularly well in reading, writing and mathematics. A sustained focus on writing has led to notable progress in this key area. The board, school leaders and teachers respond to trends and patterns in achievement to set useful annual improvement targets. Māori and Pacific students continue to achieve well in reading. Teachers focus on students whose progress needs accelerating to reach the National Standards in literacy and mathematics.
Clear schoolwide expectations and guidelines support teachers to make consistent judgements about students’ achievement in writing. A range of useful assessment tools is used by teachers to establish instructional needs in reading, writing and mathematics. Teachers continue to trial and refine assessment practices to better inform classroom teaching and learning.
Students are settled, positive and motivated learners. Respectful interactions and relationships between students and staff contribute to learning-focused classrooms. Individual interests are well known and used to make learning experiences more relevant.
Students understand the purpose of lessons and know what they need to do next. Teachers provide useful feedback and guide students to work towards achieving their learning goals. Thinking skills, social skills and a focus on enacting the school values promote students’ sense of wellbeing.
A recent survey of the school community contributes to clear and informative school reports. Parents receive two useful reports about students’ progress and achievement in relation to the National Standards for literacy and mathematics.
A strong focus on values, key competencies and other curriculum areas contributes to parents being well informed about students’ holistic learning and development.
Senior leaders agree that the next step is to continue to support teachers to delve deeper into their present use of assessment. This should enable teachers to further identify teaching strategies that improve learning and accelerate the progress of each priority learner.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s vision, values and key competencies are consistently evident in teaching programmes. There is a focus on providing students with a wide range of experiences to promote academic, sporting and cultural success. Literacy and mathematics are strong priorities. Teachers are increasing their use of inquiry-based learning to empower students to make more decisions.
Sound teaching practices remain a sustained, positive feature of the school. A range of effective teaching practices, particularly in writing, was observed across classrooms.
Student wellbeing is strongly in focus and appropriate actions are taken to monitor and maintain it. Older students mentor younger learners through buddy class relationships. This positive role modelling contributes to a sense of family.
A wide range of leadership roles encourage students to step up and actively support an inclusive learning environment. Roles include supporting sports and providing assistance to other students.
The literacy committee contributes to ongoing improvement in writing. Teachers are encouraged to share good practices and to develop their curriculum leadership. The teaching team is well placed to extend these practices into the teaching of reading.
Māori students continue to participate in celebrations that highlight the unique place of Māori culture. A recent focus on improving teachers’ te reo Māori increases their wider knowledge of te ao Māori. Students participate in regular language lessons in each classroom.
Teachers continue to grow their confidence in providing lessons that build on Māori learners’ language, identity and culture. More specific provisions for Pacific students are also being developed.
How effectively does the school promote educational success for Māori, as Māori?
A small committed group of whānau meet each term to provide support for students and their families. This results in strong assistance during key school events and activities such as kapa haka, marae visits and Matariki celebrations. The whole school is involved in kapa haka.
Teachers are better placed to provide more culturally responsive learning opportunities as a result of professional development in te ao Māori.
It is timely for trustees, senior leaders and teachers to strengthen the connection with the whānau group and to further develop strategies that contribute to positive outcomes for Māori students. This should include input by whānau into the board’s strategic direction and decision making to promote their children’s success.
How effectively does the school promote educational success for Pacific, as Pacific?
Staff are improving their understanding of the uniqueness of Pacific students’ heritage. A small number of parents recently formed a Pasifika fono group. This group is considering its purpose and role in supporting Pacific students.
Teachers are aware they should develop their knowledge and practices to provide suitable learning opportunities that build on Pacific students’ language, culture and identity.
It is timely for the board, senior leaders and staff to strengthen support for Pacific students to experience success, including Pacific input in strategic decision making as a next step.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The board is renewing its focus on improving student achievement after a period of concentrating on property development and managing change in trustee membership.
A careful review of board policies and procedures into a governance manual enables recently appointed board members to better understand their new roles and responsibilities. Trustees continue to consider how best to manage roll growth and to effectively consult and engage with a larger school community.
The board should implement its plans to review policies and strengthen use of self review to gauge the effectiveness of governance practices. This should include determining the impact of priority learners’ progress from annual improvement targets.
Strategic professional leadership strongly supports teachers to grow practices. The literacy committee provides a valuable platform for teachers to lead by sharing good practice, particularly in writing. Teachers continue to improve their knowledge through research and trialling new strategies. They are well placed to extend effective teaching practices into other curriculum areas.
Teachers are collaborative and reflective practitioners, focused on improving student progress through participation in focused professional learning and development.
The recently strengthened appraisal system uses more in-depth teacher reflection, observations and evidence to support growth in effective teaching. Teachers’ individual inquiries into how well they target students who need extra help forms a key part of the appraisal process. Senior leaders and staff are improving the robustness of the appraisal process.
It is timely for school leaders and teachers to continue to strengthen self-review practices to better determine the impact of school initiatives. This should enable a stronger focus on evaluating and reporting on the impact from different strategies, particularly those that accelerate students’ learning and promote wellbeing.
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.
When is ERO likely to review the school again?
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
20 May 2014
About the School
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Location
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Whitby, Porirua
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Ministry of Education profile number
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2832
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School type
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Full Primary (Years 1 to 8)
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School roll
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448
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Gender composition
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Females 53%
Males 47%
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Ethnic composition
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NZ European/Pākehā
Māori
Pacific
Asian
Other ethnic groups
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69%
14%
8%
8%
1%
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Review team on site
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April 2014
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Date of this report
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20 May 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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April 2011
May 2008
April 2005
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