Hinds School - 30/08/2017

Summary

Hinds school has a roll of 152 children, including 28 Filipino children for whom English is a second language. The school is responsible for the governance and management of the Mid Canterbury Technology Centre (MCTC).

Since ERO’s 2014 review, there has been a change of principal and some staff.

The school has made considerable progress towards meeting the identified next steps in the previous report. In particular, there has been a continued focus on student achievement, and on extending bicultural practices and embracing diversity.

The school is a member of the Hakatere Kāhui Ako | Community of Learning.

How well is the school achieving equitable outcomes for all children?

The school demonstrates strong progress toward achieving equity in educational outcomes for all children, supported by effective, sustainable processes and practices.

Teachers and other staff are very effective in responding to children whose learning and achievement needs acceleration.

The school has effective processes in the areas of curriculum, leadership, stewardship and capability and capacity.

Children benefit from a curriculum that is responsive to their needs and interests. They participate and learn in caring, collaborative, inclusive learning communities.

School leaders ensure that policies and practices promote students' wellbeing; confidence in their identity, language and culture, and engagement in learning. Teachers are well supported by the strategic and coherent approach to building professional capability and capacity.

The board actively represents and serves the school and education community in its stewardship role.

Further work on internal evaluation, and partnerships with parents of priority learners would support the school to work towards achieving equity and excellence.

At the time of this review, children were highly engaged in their learning and were achieving well.

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

Equity and excellence

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

The school is very effective in responding to children whose learning and achievement need acceleration.

Overall children achieve well in National Standards in reading and mathematics.

Teachers have a strong focus on improving the outcomes for children at risk of not achieving. Children who come into the school with English as a second language receive effective support. They are generally working at the expected levels of the curriculum after two years at the school.

Leaders and teachers have identified there is a disparity between boys and girls in writing. Girls achieve well in writing. Boys achieve less well, with almost half of the boys not reaching the expected National Standards in writing. Teachers have effective strategies in place to improve boys’ writing levels.

Teachers use a range of assessments and effective strategies to reach their judgements about children’s achievement.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has effective processes in the areas of curriculum, leadership, stewardship and for building capability and capacity across the school.

Children benefit from a curriculum that is responsive to their needs and interests. Teachers identify what works for children who are at risk of not achieving, and adapt their programmes to engage them in learning. Children know what they are learning, and how well they are achieving.

Children participate and learn in caring, collaborative, inclusive learning communities. The school values are highly visible in the environment and in behaviour. Children who are new to the school are well supported by other children and adults. Children are highly engaged in their learning.

School leaders ensure that policies and practices promote students' wellbeing and confidence in their identity, language and culture. There is a strong focus on biculturalism and embracing diversity. Leaders promote a positive school culture that is based on open and collaborative relationships.

Teachers are well supported by the strategic and coherent approach to building professional capability and capacity. They have studied effective strategies for teaching and learning. There is strong support for new staff. All teachers benefit from the cohesive approach to research-based professional learning and development, performance management, and leadership opportunities.

The board actively represents and serves the school and education community in its stewardship role. Trustees are strongly focused on meeting children's needs and are improvement focused. The board seeks the views of students, parents, including Māori parents, and the community. Effective operational procedures mean that trustees can focus on their governance role.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

Further work on evaluation and partnerships with parents of priority learners would support the school to better work towards achieving equity and excellence.

Evaluation and inquiry have yet to be fully embedded in the systems, processes and practices. There have been several new initiatives put in place in the past two years. These include:

  • play-based learning in the junior school
  • a revised curriculum focused on the whole child
  • a new approach to technology delivery for Years 7 and 8 children at MCTC.

Trustees and school leaders now need to be planning for how the impact of these changes will be evaluated. This includes establishing indicators of success and considering how the views of the various stakeholders will be sought and used.

School leaders could further support the needs of priority learners through providing opportunities for parents and whänau to participate in activities to support their children's learning. Children would benefit from a greater focus on carefully designed home learning activities that promote purposeful interactions between parents and children.

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
  • 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 Vulnerable Children Act 2014.

School leaders, and the principal’s appraiser have undertaken regular surveys of aspects of school leadership and culture. However the board has not undertaken a recent anonymous survey of staff wellbeing in its role as a Good Employer. 

To improve current practice, the board of trustees should:

  • undertake regular anonymous surveys of staff wellbeing.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • undertake a comprehensive evaluation of the school’s recent initiatives

  • improve partnerships with parents of priority learners by involving them more in their children’s learning.

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)

30 August 2017

About the school 

Location

Mid Canterbury

Ministry of Education profile number

3375

School type

Full Primary Year 1 to 8

School roll

152

Gender composition

Girls: 51%

Boys: 49%

Ethnic composition

Pākehā: 66%

Māori: 3%

Filipino: 19%

Other ethnicities: 12%

Provision of Māori medium education

No

Review team on site

June 2017

Date of this report

30 August 2017

Most recent ERO reports

Arotake Paetawhiti January 2014

Education Review October 2011

Supplementary Review June 2009