Te Kura o Te Mātāpuna Isleworth School

School Context

Isleworth School is a contributing (Years 1 to 6) primary school in Christchurch. It has a roll of 337 students, of whom 18% are Māori.

The school’s mission statement, ‘Inspiring students to achieve their full potential through quality partnerships and shared values (Whakaawetia i ngā tauira)’, is the essence of the shared vision, ‘Working together, climbing high’- ‘Ka mahi tahi, ka whai aki’. The vision underpins the school’s philosophy, core beliefs and valued outcomes which promote the idea that motivated lifelong learners:

• learn best through a quality education provided within an effective learning community

• need to be able to communicate effectively in a variety of contexts

• should develop effective literacy and numeracy skills

• should take increasing responsibility for their own learning and behaviour.

The foundations for achieving the vision are the school values: Respect, Caring, Responsibility and Honesty.

Current strategic priorities inform teaching practices. The priorities are: developing independent, self-managing, life-long learners; providing a safe, supportive emotional and physical environment; developing strong community relationships.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• achievement in reading, writing and mathematics
• additional learning needs
• engagement and wellbeing for success.

The school has recently appointed a first time principal.

The school is part of the Waimairi-iri Kāhui Ako|Community of Learning.

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 effectively supporting the majority of students to achieve the school’s equity and excellence outcomes.

School achievement information since 2016 shows that:

• the majority of students, including Māori students, achieve at or above expected levels in reading, writing and mathematics

• there was disparity for Māori students in reading and writing in 2017, compared to New Zealand European/Pākehā, with Māori students not achieving as highly

• at the end of 2018 there was overall improvement in reading and writing.

Assessment practices for students with additional learning and/or wellbeing needs are personalised and provide information about individual progress and achievement.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is accelerating the learning of some Māori and other students within identified target groups, over time.

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?

Students’ learning and wellbeing needs are at the centre of decision making in the pursuit of equitable and excellence outcomes. A broad curriculum, underpinned by a localised and bicultural approach, includes a range of appropriate targeted initiatives that support positive outcomes for students. Effective resourcing decisions, including specialist and support staffing, cater for wellbeing and learning needs. Leaders and teachers are committed to further developing schoolwide behaviour processes and systems. Students’ effort and work are acknowledged and valued. Inclusive strategies promote and encourage student engagement.

Leaders and teachers are committed to supporting students and the wider community in further developing an inclusive culture. There is a schoolwide focus on developing and improving culturally responsive teaching and learning practices. This extends to relationship building, within the school and across the wider community, that reflects inclusiveness. Students have a real sense of connection with their school. Families/whānau are welcomed, with relationships becoming increasingly reciprocal.

Access to relevant expertise is beginning to build capability for ongoing improvement and innovation for equity and excellence. A highly visible leadership team models professional expectations, practices and the school’s values. Considered approaches to professional learning and development for teachers are aligned with strategic priorities. Leaders, teachers and support staff are assisted to give prominence to bicultural knowledge and practices throughout the school.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school has identified, and ERO agrees, that it needs to develop more effective schoolwide internal evaluation systems to assess the impact on outcomes for students. Key areas of focus should include knowing, analysing and responding to achievement data, behaviour management, and inquiry practices.

Senior leaders need to develop consistent systems and processes for clearly identifying, addressing and reporting on acceleration of learning for all priority groups and those who need this.

Leaders have identified, and ERO agrees, that the school needs to continue to build on existing strengths in its bicultural practices. This should include increasing Māori whānau consultation to ensure a regular and authentic partnership approach.

Trustees and leaders need to address inconsistencies to meet all criteria for attestation and registration of teachers.

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 Isleworth 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 schoolwide focus on students’ learning and wellbeing that is supported by effective resourcing to promote targeted initiatives for equity and excellence

• a commitment to the further development of an inclusive school culture and culturally responsive relationship building, within the school and across the wider community, that will strengthen stakeholder involvement in, and support for, the school’s valued outcomes

• accessing relevant expertise that builds capability for ongoing improvement and innovation for equity and excellence.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• strengthening schoolwide internal evaluation systems for school improvement

• continuing to develop bicultural practices, including regular Māori whānau consultation

• addressing inconsistencies to meet all criteria for attestation and registration of teachers.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

16 October 2019

About the school

Findings

Isleworth School students are very well supported by inclusive, positive and consistent school-wide practices that enable them to make relevant choices about their learning. Most students achieve at or above the National Standards in literacy and mathematics. Targeted groups of students make good progress over time. The school’s curriculum provides a wide range of relevant learning experiences. The school is very well governed, led and managed.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

Isleworth School provides education for students in Years 1 to 6. The student roll is increasing. Recent trends show students are coming to the school from a wide geographical area. Students are assessed promptly, and supported and included in the school’s wide range of programmes.

The school’s vision and values, and learning and teaching expectations are well embedded and understood. Students with diverse needs are very well supported in the positive, inclusive culture which fosters their wellbeing and sense of belonging.

The senior leaders and staff members have a range of effective ways to engage parents in the life of the school and are responsive to parents’ views. Students and teachers benefit from being in a Ministry of Education learning cluster alongside other local schools and an early childhood centre.

The board, senior leaders and teachers have been highly responsive to recommendations made in the 2010 ERO report. There are well-planned, consistently implemented self-review programmes and teacher practices that have contributed to improved student engagement.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The senior leaders and teachers successfully use achievement data to make positive changes for learners.

The school’s data is used effectively to form targets to lift student achievement, and to provide well-focused professional development (PD) and support for staff.

Student achievement information in 2013 and 2014, shows most students achieve in literacy and mathematics at or above the National Standards. Targeted groups of students make good progress over time. Well-focussed PD within the school and the cluster contributes to consistent teaching strategies, student engagement and improved achievement.

Students who are at risk of not achieving are very well supported by teachers, a large number of support staff and appropriately targeted programmes. In 2015, the school set targets to raise achievement for specific groups of students, particularly in mathematics.

The senior leaders and teachers have strong practices that help them make accurate judgements about student achievement in literacy and mathematics. This includes working across the school and with cluster schools to improve the consistency of judgements.

Senior leaders and teachers have identified, and ERO agrees, that to further improve and extend student achievement they need to:

• continue to develop and consolidate collaborative learning and teaching
• refine student achievement targets to focus on smaller groups of students most at risk of not achieving.

3 Curriculum

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

The school’s curriculum provides a wide and meaningful range of learning experiences through contexts that engage and support student learning.

The well-considered curriculum includes suitable contexts for learning and covers all learning areas identified in the New Zealand Curriculum. Clear guidelines and well-established systems effectively support teaching and learning.

Integrated school-wide themes provide interesting learning experiences for different cultures and age groups. These themes successfully integrate the school’s values, learning qualities and the community’s views.

Teachers know their students and whānau well. They are highly reflective and make appropriate changes to practices and programmes to meet identified needs. Collaborative planning and the sharing of practices, including the use of a range of technologies to support learning, help to engage students in interesting ways.

Teachers have purposeful conversations with parents about how they can best support their child’s learning.

Consistent school-wide practices help students’ transitions and engagement, and provide a range of opportunities for students to lead their own learning.

Students are confident, independent learners. They are well supported by many leadership opportunities to develop responsibility and self management.

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

Māori students are well supported by positive and inclusive relationships. Teachers know Māori students and their whānau well. The school’s kapa haka groups are strong and popular with all students.

The school is raising the profile of the Māori language and cultural practices by the appointment of a cultural leader and a specialist te reo Māori teacher. The te reo Māori teacher provides support for teachers in learning te reo and tikanga Māori.

How effectively does the school promote educational success for Pacific students?

Pacific students enjoy and are achieving educational success. Pacific students achieve at or above the level of their peers in literacy and mathematics. Their learning achievement is supported by the way teachers know their students, effective teaching practices and ensuring Pacific students and their families engage with learning. A good range of cultural initiatives involves Pacific families and support students to identity with their language and culture.

4 Sustainable Performance

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

The board, senior leaders and teachers have made good use of self review, external advice and evaluation since the 2010 ERO review to make ongoing improvement.

Links between the school’s strategic direction and annual plans are focused on raising student achievement and supporting professional practice. There are effective communication practices across the school.

The principal provides good-quality information to the board on progress against the strategic goals, curriculum development and student achievement. Leadership is shared amongst staff members so they can make the best use of their individual strengths, knowledge and skills.

Teachers are well supported to maintain high expectations for teaching and learning. The principal and senior leaders are approachable, flexible, and provide useful feedback to teachers about their professional practice.

The board provides good-quality resources and a wide range of PD for the principal, leaders, teachers and support staff. This has resulted in consistent systems, practices and improved opportunities and outcomes for students.

Some trustees are new to the board. These trustees have good governance guidelines and are attending PD to become more familiar with their roles and responsibilities. They are working on ways to develop a higher profile amongst staff and the community.

Provision for international students

There were no international students at the school at the time of the review. The school attests to the Code of Practice for International Students.

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.

Conclusion

Isleworth School students are very well supported by inclusive, positive and consistent school-wide practices that enable them to make relevant choices about their learning. Most students achieve at or above the National Standards in literacy and mathematics. Targeted groups of students make good progress over time. The school’s curriculum provides a wide range of relevant learning experiences. The school is very well governed, led and managed.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell

Deputy Chief Review Officer Southern

6 May 2015

About the School