Longbeach School - 19/02/2018

School Context

Longbeach School has a current roll of 139 students. It provides education for students in Years 1 to 8. The school, along with 11 other schools and one early learning centre, is part of the Hakatere Community of learning/Kāhui Ako.

The school’s charter outlines the expectations of valued outcomes for students. The expectations are for students to:

  • be self-managing, thinkers
  • use language, texts and symbols effectively
  • meaningfully participate and contribute to their community
  • relate positively to each other. 

The school’s current targets are to raise students’ achievement levels in writing and aspects of numeracy.  

Leaders and teachers regularly report school-wide information about outcomes for students to the board in the following areas:

  • achievement in reading, writing and mathematics in relation to the National Standards (NS)
  • progress and achievement in relation to school targets
  • outcomes related to student wellbeing for success.

Through its Community of Learning/Kāhui Ako, teachers and leaders are participating in professional learning and development to develop an understanding of culturally responsive pedagogy. 

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is achieving equitable outcomes, especially in the areas of student wellbeing for success, and reading and mathematics.

Over the last three years most students have achieved at or above the NS in reading and mathematics. In these years a majority of students have achieved at or above the NS in writing.

The school reports high levels of student wellbeing in the areas of belonging, achievement, resilience, social and emotional wellbeing. 

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school effectively responds to those Māori and other students whose learning and achievement need acceleration. A next step for school leaders is to do school wide analysis of its individual student data and collate them into tables. This will help leaders to know the numbers of students who have made accelerated progress as a result of them being part of annual school target groups.

2 School conditions for equity and excellence

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

The board, school and community have high expectations for teaching and learning. A strength of the school is the way its practices promote a safe and inclusive culture for learning. Students’ learning is enhanced and supported by:

  • good relationships among students, between teachers and students and between school and home
  • tuakana teina-deliberate activities to encourage senior students to support younger students
  • teachers and students having regular opportunities to share their views and feedback about their wellbeing
  • teachers and leaders working collaboratively to know about student’s needs interests and abilities
  • a strong appraisal system that encourages teachers reflection alongside targeted professional development. 

The school has effective practices to enable and sustain equity and excellence especially in reading achievement. Teachers have good guidance for the delivery of their reading programmes. Students benefit from regular parental support at home and a range of reading support programmes across all year levels within the school. 

Teachers and leaders have strengthened their assessment and moderation practices. These are now more reliable. Judgements are based on a broad range of students’ work from throughout the year and across different learning levels.

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

School wide student learning information needs to be better used to enable the achievement of equity and excellence. The school now needs to use learning information further to:

  • know the impact of new learning initiatives on student achievement
  • track students over time to see if progress is being sustained and improved.

Internal Evaluation needs to be developed further in the school. The school does have good information and now needs to use this to clearly show what is working well and what needs improving to support the achievement of equity and excellence. Leaders and teachers now need to:

  • ensure reports to the board are evaluative rather than descriptive
  • know what is benefiting students’ learning and engagement and what needs further development
  • expand current internal evaluation priorities so there is a broader picture teaching and learning
  • formalise teaching as inquiry as an integral part in the process of internal evaluation.

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 Vulnerable Children Act 2014. 

4 Going forward 

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the culture of collaboration among leaders, teachers, parents and whānau, that maintains high expectations for teaching and learning throughout the school
  • pastoral care, that systematically responds to students’ needs, promotes their wellbeing and supports their learning success
  • the inclusive school culture
  • the close links with and support from the local community.

Next steps

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

  • use of data from a range of sources, for internal evaluation that better identifies what is working well for students’ learning and where improvement is needed
  • internal evaluation processes and practices to help achieve equity and excellence for all students.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

19 February 2018 

About the school 

Location

Mid-Canterbury

Ministry of Education profile number

3594

School type

Full Primary (Years 1-8)

School roll

139

Gender composition

Girls:   52% 

Boys:  48%

Ethnic composition

Maori:        6%

Pākehā:    91%

Other:        3%

Provision of Māori medium education

No

Review team on site

October 2017

Date of this report

19 February 2018

Most recent ERO reports

Education Review:  July 2014

Education Review:  July 2011