School Context
Elsthorpe School, for Year 1 to 8 students is located in In Elsthorpe, Central Hawke’s Bay. The current roll of 54, includes 13 students who identify as Māori. The school values relate to ‘THRIVE, (trust, honesty, respect, inquiry, valour and endeavour)’.
Since the January 2017 ERO evaluation there have been significant changes in leadership. A new principal has recently been appointed and most trustees are new to their role. Trustees have undertaken training related to their roles. Professional learning and development for leaders and teachers has included teaching as inquiry, science, and writing. The school is participating in the Positive Behaviour for Learning initiative.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- reading
- writing
- mathematics.
The school belongs to the Te Angi Angi Kāhui Ako.
Evaluation Findings
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
The school is working towards achieving equitable and excellent outcomes for all students. Student achievement data for 2018 shows that the majority of students achieved at or above expected levels for writing, most for reading and almost all for mathematics.
Leaders and teachers monitor and track individual data to show rates of progress in reading, writing and mathematics. A collated, schoolwide picture of Māori and gender cohorts over time is needed. Students with additional needs are well supported by leadership, teachers and teacher aides in an inclusive and nurturing environment.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The 2019 mid-year data for those Māori and other students needing accelerated learning, indicates that most made accelerated progress in reading and some in writing and mathematics. All Māori students targeted for accelerated progress did so in reading. Many students are now on track to achieve at expected levels in reading, writing and mathematics by the end of the year.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
A cohesive teaching team works collaboratively and they effectively assist students to be actively engaged in their learning. The school provides a broad curriculum with an appropriate focus on reading, writing and mathematics. Students relate well to meaningful contexts and they are engaged in a variety of academic, cultural, and sporting learning experiences. They have a range of leadership opportunities across the school and tuakana teina relationships are evident in multi-level classes. Senior leaders and staff maintain a welcoming, family-like learning environment, where students feel well supported and confident.
Teachers know students and their families well and plan appropriate programmes to accelerate the learning of those students who need this. Teachers use assessment to identify, track and monitor target students. Staff are involved in ongoing reflections and professional discussions about effective teaching strategies for these children.
Teaching capability is deliberately built through appropriately targeted professional learning and development that supports staff to inquire and reflect on their practice. Useful systems and processes guide teaching practices and school operation. Trustees are well informed to make resourcing decisions. Leadership and the board work collaboratively to provide students with an environment that promotes their learning and wellbeing.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders and teachers monitor and track individual data to show rates of progress in reading, writing and mathematics. Collating and analysing this data for trends and patterns in learning and the rates of acceleration is needed to help set meaningful achievement targets. Comparisons over time should assist in knowing how effective the teaching and learning is for boys, girls and Māori children.
ERO and the school agree that further priorities are to:
- strengthen the integration of te ao Māori throughout the school
- develop a localised curriculum with challenging and authentic learning opportunities
- ensure annual targets focus on accelerating the achievement of all at-risk students in reading, writing and mathematics
- continuing to build student capabilities to enable them to articulate their progress, celebrate achievement and identify next learning steps.
3 Board Assurance on Legal Requirements
Before the review, the board 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
- finance
- 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 and certification
- processes for appointing staff
- stand down, suspension, expulsion and exclusion of students
- attendance
- school policies in relation to meeting the requirements of the Children’s Act 2014.
4 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Elsthorpe School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
5 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- a cohesive approach to teaching that assists students to be actively engaged in their learning
- a curriculum that focuses on raising student achievement
- leadership and trustees working together to provide an environment that promotes student learning and wellbeing.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- strengthening te ao Māori to promote student’s language, culture and identity
- designing a localised curriculum to challenge and further motivate students
- developing annual targets that focus on accelerating the achievement of all at-risk students
- continuing to develop and build students’ assessment and ‘learning to learn’ capabilities to foster independent learning.
Actions for compliance
ERO identified non-compliance in relation to the achievement of Māori students.
In order to address this, the board of trustees must:
- in consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students.
[National Administration Guidelines 1(e)]
Phillip Cowie
Director Review and Improvement Services Central
Central Region
18 December 2019
About the school
| Location | Elsthorpe |
| Ministry of Education profile number | 2556 |
| School type | Full primary (Years 1 to 8) |
| School roll | 54 |
| Gender composition | Female 35 Male 19 |
| Ethnic composition | Māori 13
NZ European/Pākehā 39
Other ethnic groups 2 |
| Students with Ongoing Resourcing Funding (ORS) | No |
| Provision of Māori medium education | No |
| Review team on site | September 2019 |
| Date of this report | 18 December 2019 |
| Most recent ERO report(s) | Education Review January 2017
Education Review June 2014
Education Review February 2011 |