Findings
This longitudinal review has now concluded. The next review for this school will be a full education review.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Dunedin Rudolf Steiner School’s performance in achieving valued outcomes for its students is: Well placed.
1 Background and Context
What is the background and context for this school’s review?
Dunedin Rudolf Steiner School is a Year 1-8 school with a roll of 70 children. Its culturally diverse roll includes 14 students who identify as Māori.
Since the March 2018 ERO review, a new principal has been appointed. Several trustees, including the chairperson, are new to their governance role.
This report evaluates the progress the school has made in addressing the areas for review and development identified in ERO’s 2018 report. Over the last 18 months the school has worked constructively with ERO and an advisor to address ERO’s recommendations. The school has made good progress towards improving these areas.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The 2018 ERO report identified that the school needed to strengthen:
- internal evaluation
- tracking, analysis and reporting of student achievement and progress
- target setting and related action planning to lift the achievement of students of concern
- the quality of reporting to the board and parents about student learning outcomes
- how well children understood their progress and next learning steps
- the appraisal process
- school systems, and the consistent implementation of these.
Progress
ERO’s Midway Progress review in August 2019 found that the school had made good progress against many of ERO’s recommendations. This was evident in the:
- development of guidelines to support internal evaluation and regular review of policies and procedures and related practices
- improved quality of information shared with parents about their children’s progress, achievement and next learning steps
- improved analysis and reporting to the board about student achievement
- implementation of an effective system to track and monitor each student’s progress and achievement as he/she moves through the school
- development of useful appraisal procedures, resources and practices.
These developments contributed to clarity about school-wide expectations and systems and greater consistency in the implementation of these. The Midway Progress review recommended further work to ensure:
- regular evaluation and reporting to the board about curriculum implementation, teaching and learning and other school priorities
- older students have a better understanding of their progress and achievement
- charter targets and action plans focus on those children who are below expected levels
- better analysis and reporting about rates and sufficiency of progress students make, especially target students
- specific and evaluative reporting to the board about school operations.
This review (December 2019) found the school has continued to build on the progress noted in the Midway Progress report.
Aspects of internal evaluation have been strengthened. The principal and teachers have continued to review, adapt and improve school systems, practices and guidelines, resulting in more consistent practices and greater efficiency. They have developed a schedule for review and trialled an evaluation model.
Students have a better understanding of their progress, achievement and next steps for learning. They take greater responsibility in the assessment of their own and their peers’ work. Initiatives include sharing learning progressions and one-to-one conferencing with students. The school’s procedure for planning and assessment has been adapted to reflect what these changes should look like in a Steiner school context.
At the classroom level, teachers have further strengthened the way they identify, monitor and support students who need extra help with their learning. Different initiatives, such as meeting with parents to collaboratively develop and review individual education plans and teachers’ inquiries about how to accelerate the learning of students have had a positive impact. These have resulted in deliberate adaptation of teaching practices that better support learning.
Reporting to the board about learning programmes and other school operations is becoming more evaluative. School leaders recognise that this is an area to continue to strengthen.
Key next steps
ERO and the school leaders agree that the school needs to:
- ensure ongoing evaluation of the curriculum, teaching and learning and other school priorities over time
- annually develop specific charter targets to accelerate the progress of students to ensure that at all levels of the school these students are prioritised
- report to the board on rates and sufficiency of progress students make, especially target students.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve and review its performance.
The board has a good understanding of its governance role and is better informed about school operations, and student learning and achievement. The school leader has substantially improved school systems, ensuring greater clarity and consistency in practices. Staff are working collaboratively and are deeply reflective about how they can best support students in their learning and 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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
The school has responded promptly to the three areas of non-compliance identified during the onsite stage of the review, and has provided evidence that these matters have been addressed.
Conclusion
This longitudinal review has now concluded. The next review for this school will be a full education review.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Dunedin Rudolf Steiner School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
30 March 2020
About the School
| Location | Maia, Dunedin |
| Ministry of Education profile number | 1192 |
| School type | Full Primary (Years 1 to 8) |
| School roll | 70 |
| Gender composition | Female 35 Male 35 |
| Ethnic composition | Māori
NZ European/Pākehā
Other European
Other ethnic groups | 14
38
8
10 |
| Review team on site | December 2019 |
| Date of this report | 30 March 2020 |
| Most recent ERO reports | Education Review
Education Review | March 2018
August 2014 |