Marshland School - 24/04/2017

Summary

Marshland School roll at the time of the review was 388. There were 58 Māori children, 4 Pacific children and 298 Pākehā children attending. The rest of the roll includes children from many different ethnicities.

The school has improved children’s achievement over time since 2013 to 2015. In 2016 Māori student achievement and overall student achievement dipped slightly. The school responded promptly to raise levels of achievement and accelerate progress.

The school has made significant progress in addressing the next steps identified in the 2013 ERO report. This includes strengthening reporting to parents, reviewing the curriculum and strengthening internal evaluation practices.

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

The school is achieving equitable outcomes for most children very well.The school is effective in responding to Māori and other children whose learning and achievement need acceleration.

The school’s robust processes, systems and practices support the progress and achievement of all children. The school has effective internal evaluation practices. It has made very good use of these systems to identify key areas for further development.

At the time of this review, a strong culture of teamwork and collaboration was supporting ongoing school improvement and development. Children were experiencing meaningful contexts for learning. Positive parent, whānau and school relationships were evident.

The school is very well placed to accelerate the achievement of all children who need it. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

Equity and excellence

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

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

Most Māori and other children are achieving at and above National Standards in reading, writing and mathematics. The school has identified the lowest area of achievement is in writing.

There are many examples of children making accelerated progress. Leaders and teachers are continuing to closely monitor and support the achievement of Māori, boys and other groups of children to ensure in-school disparity is identified and addressed.

There are useful systems to support the consistency of assessment and how teachers make decisions about children’s achievement.

School conditions supporting equity and excellence

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

The school’s processes are effectively enabling the achievement of equity and excellence.

The school has developed a well-considered, responsive curriculum. The school’s vision, values and learning model are well understood by children, teachers and leaders. The curriculum focuses on helping children learn how to learn and developing their thinking skills, independence and self-management. The school has successfully worked with local iwi and external support so that children can experience te ao Māori perspectives in the curriculum and school practices.

The teaching practices, environment and resources support children to follow their interests and engage them in learning.All teachers work collaboratively to establish effective educational partnerships with parents and whānau. They make sure children are well supported as they transition into the school, through the school and onto further education.

High expectations along with guidelines for teaching and learning are supporting improved equity and excellence outcomes for children. Robust appraisal systems are clearly linked to the strategic directions of the school and targeted PLD for teachers.

The school is well led and governed. Effective leadership has resulted in:

  • clear alignment between the school’s strategic processes and systems

  • collaborative and strategic decision making at all levels

  • good links with the wider professional educational community

  • strengthened middle leadership and effective use of teacher skills, knowledge and strengths.

Trustees are skilled, knowledgeable and focused on children’s success. The board has suitable processes in place for ongoing sustainability.

The school promotes equity in the way it values children’s and parents’ ideas and opinions and involves them in decision making about the school and their child’s learning. There are a wide range of established systems to communicate and consult with all stakeholders.

The processes used for internal evaluation are well understood and established across a wide range of school practices. This shared understanding is supporting ongoing improvement in children’s achievement and accelerating their learning. This includes the ongoing evaluation of curriculum initiatives and new site developments.

Sustainable development for equity and excellence

The school has effective internal evaluation practices. It has made good use of these systems to identify some key areas for further development.

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

The school has identified, and ERO agrees, that:

  • writing programmes are not supporting all children’s achievement in writing.

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. 

Going forward

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

The school is very well placed to accelerate the achievement of all children who need it.

Children are achieving excellent educational outcomes. School performance has been sustained over time through well-focused, embedded processes and practices. This school has successfully addressed in-school disparity in educational outcomes.

Agreed next steps are to successfully implement the school’s plans to raise children’s writing achievement. 

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

24 April 2017

About the school 

Location

Christchurch

Ministry of Education profile number

3429

School type

Full Primary

School roll

388

Gender composition

Boys: 49%

Girls: 51%

Ethnic composition

Māori 15%

Pākehā 77%

Other Ethnicities 8%

Provision of Māori medium education

No

Review team on site

February 2017

Date of this report

24 April 2017

Most recent ERO reports

Education Review December 2013

Education Review July 2010

Education Review August 2007