Te Kura o Matarangi - Northcote School

Te Kura o Matarangi - Northcote School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within twelve months of the Education Review Office and Te Kura O Matarangi - Northcote School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Te Kura o Matarangi - Northcote is located in North Christchurch. It provides education for students in Years 1 to 6. The school has a culturally diverse community, with a strong focus on pastoral care and wellbeing. The vision is ‘Growing together to be the best we can be.’

Te Kura O Matarangi - Northcote School’s strategic priorities for improving outcomes for learners are:

  • Ākonga are set up for success now and for the future

  • Increase student achievement

  • Students exhibiting knowledge of the school’s cultural narrative.

You can find a copy of the school’s strategic and annual plan on Te Kura O Matarangi - Northcote School’s website.

ERO and the school are working together to evaluate how effectively the school’s approach to Structured Literacy is raising student achievement and building teacher capability.

The rationale for selecting this evaluation is to ensure:

  • continued accelerated progress and achievement in all aspects of literacy for all students

  • the Structured Literacy approach is sustained beyond external professional development support

  • teachers have a shared understanding of and consistent approach to high quality literacy learning, teaching and assessment practices across the school.

The school expects to see accelerated rates of literacy progress and achievement for all students, particularly for targeted groups of students. Leaders and teachers will have a shared understanding of quality literacy teaching practices and use strategies that are most effective in improving learning outcomes.

Strengths

The school can draw from the following strengths to support its goal to know how effectively the school’s approach to Structured Literacy is raising student achievement and building teacher capability:

  • Robust processes for identifying and tracking target students.

  • Specific and targeted PLD to support and maintain quality practices and shared understandings

  • Knowledgeable leadership and high levels of resourcing to support the Structured Literacy programme.

Where to next?

Moving forward, the school will prioritise:

  • ongoing internal PLD and support for teachers and teams to ensure consistency across the school

  • analysing longitudinal data to show progress and impact, particularly for target children.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

30 January 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Te Kura o Matarangi - Northcote School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the Te Kura O Matarangi - Northcote School, School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Te Kura O Matarangi - Northcote School , School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

30 January 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Northcote School (Christchurch) - 28/08/2019

School Context

Northcote is a Year 1-6 state school with a roll of 134 children. The roll is culturally diverse. It includes an increasing number of children who are English language learners (ELLs) and 67 children who identify as Māori. The school’s mission is together we grow, learn succeed, mahi tahi, ako and whānaunatanga and tino rangatirotanga. The vision is “to champion confident, connected and resilient learners, who stretch to achieve their highest potential”. The school’s values are cooperation, attitude, respect and effort (CARE).

The school’s strategic aims are to ensure:

  • all students are successfully accessing the New Zealand Curriculum

  • all students are achieving educational success, with pride through their unique identity and culture

  • all whānau are empowered to support learning.

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

  • achievement in reading, writing and mathematics

  • progress of charter target students in reading, writing, mathematics, wellbeing and engagement.

A new principal and SENCO have been recently appointed to the leadership team. The school has been involved in collaborations with the Ministry of Education to improve student engagement and to raise student achievement.

The school is a member of the Totaranui Kāhui Ako |Community of Learning (CoL).

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 its students.

End of 2018 school-wide achievement information shows that approximately half of the students achieved at or above curriculum expectations in reading and writing. Close to two-thirds were achieving these expectations in mathematics. Mid-2019 data indicates improved school-wide achievement in reading.

Māori students achieve slightly better than others in literacy and mathematics. Pacific students achieve at similar levels to their peers. Mid-2019 data for reading and writing shows that English Language Learners (ELLs) achieved at similar levels to their peers in reading and writing, but less well in mathematics.

There is a disparity in the achievement of girls in mathematics and for boys in writing. Over 2018 and 2019, these disparities have begun to reduce.

Wellbeing survey information indicates that students like their school, feel safe, and believe that their teachers care about them.

ERO was unable to evaluate achievement trends over the last three years as there is insufficient reliable achievement information for 2016 or 2017.

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

The school had variable success in accelerating the progress of Māori and other students who need this.

In 2018, at least half of the 24 students in a target group to lift achievement in mathematics made accelerated progress. Māori and Pacific rates of accelerated progress were similar to others in this group. A small number of Māori and other target students made accelerated progress in reading.

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?

Children participate and learn in a very caring and inclusive environment. Relationships are respectful, and difference and diversity are valued. The school has shown a strong commitment to implementing and developing the Positive Behaviour for Learning (PB4L) framework There is a school-wide focus on supporting the holistic wellbeing of children and engaging their families and whānau in learning-centred partnerships. There is an increasing involvement of parents, whānau and the wider community in school activities.

The school proactively builds relationships beyond the school to best meet the needs and aspirations of its students. The school is working effectively with local Māori and iwi to build culturally responsive practices. Close links have been established with external experts, agencies and local groups to provide additional support for children who need this, and to enrich opportunities for all children to enjoy a sense of belonging and connection to their school community.

New leadership is driving well-considered change and improvement. Leaders have implemented effective systems, policies and practices that are designed to support teaching and learning. Leaders are fostering a collaborative and collective responsibility for sustaining wellbeing and lifting student achievement. They are making effective use of internal and external expertise to build teacher capacity.

Leaders are building very effective evaluation and inquiry practices. They have implemented systematic evaluation of teaching and learning and school systems, which is leading to well informed next steps for improvement. Improved analysis of schoolwide achievement information is informing priorities for school improvement.

Trustees show a strong commitment to improving student achievement and wellbeing. They consult widely and use external expertise well to inform strategic priorities that are designed to improve student outcomes. Trustees are maintaining a strategic focus on building culturally responsive practices and a genuine partnership with Māori.

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

There are currently variable teaching and learning practices across the school. In mathematics, these are being systematically addressed through targeted professional learning and development. It is now time to strengthen teaching and learning practices in literacy to lift student achievement and address variability in teaching practices.

Curriculum design and guidelines related to expectations for teaching are not yet complete. The school needs to continue to review and develop the school’s curriculum guidelines across all learning areas to make clear the expectations of effective pedagogy and to confirm how the curriculum will reflect the local context.

Current student achievement targets do not encompass all students who need to make accelerated progress. It would be timely for school leaders to extend targets to include all students below expected levels in reading, writing and mathematics, and extend reporting to include rates/sufficiency of progress.

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 Northcote School (Christchurch)’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:

  • pastoral care systems which respond to student’s needs, promote their wellbeing and supports their learning success
  • leadership which is showing a strong commitment to improving student achievement and wellbeing
  • community collaborations which enrich opportunities to enhance student learning and engagement.

Next steps

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

  • improving outcomes for all students, to achieve equity for all groups and raise levels of achievement overall
  • effective teaching practice to reduce variability across the school
  • extending targets to include all students below expected levels to monitor rates/sufficiency of progress more closely

Recommendations

ERO recommends that the Ministry of Education considers continuing its support for the school in order to bring about further improvements in the quality of teaching to raise student achievement.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

28 August 2019

About the school

Location

Christchurch

Ministry of Education profile number

3449

School type

State contributing Years 1-6

School roll

133

Gender composition

Girls- 65 Boys- 68

Ethnic composition

NZ Māori 33%

NZ European/Pākeha 41%

Pacific 10%

Filipino 8%

Other 8%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

June 2019

Date of this report

28 August 2019

Most recent ERO report(s)

Education Review June 2017

Education Review August 2013

Northcote School (Christchurch) - 30/06/2017

Summary

Northcote School has a roll of 150 children, including 50 Māori and 16 Pacific children.

Achievement for many children is below the National Standards and has been for the previous three years. Overall student achievement against the National Standards for reading, writing and mathematics has improved slightly from 2015 to 2016. The biggest gains were made in writing.

The school has a high turnover of children annually and many children attend this school for short periods of time.

The school has made little progress in addressing the key next steps in the 2010 and 2013 ERO reports related to internal evaluation, strategic planning and updating the school curriculum.

Since 2013 the school has had a number of changes in leadership and teaching staff. The board has a new chairperson and the school has two new deputy principals. A Ministry of Education-appointed advisor has worked with the school from 2014 to 2017 to raise student achievement and improve teacher capability.

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

The school has not made the progress required since the last ERO review to achieve equitable outcomes for all children. The board and school leaders urgently need to build capability to improve and sustain practices that enable equitable outcomes for all children. This needs to specifically focus on internal evaluation, updating of the school curriculum, strategic planning and staff appraisal.

The school promotes equitable outcomes for children in the areas of pastoral care and the provision of a respectful, caring and inclusive school environment. Leaders and teachers have implemented a range of deliberately-targeted programmes that have accelerated some children’s progress during 2016.

ERO intends to carry out a process of ongoing evaluation to support the school’s development over the course of one-to-two years.

Equity and excellence

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

The school has some processes that are responding to Māori and other children whose learning and achievement need acceleration. These processes were put in place during 2016 and still need to be embedded and monitored over time.

Achievement for many children is below the National Standards and has been for the previous three years. Many girls achieve above the National Standards in writing and are close to the National Standards in mathematics. Boys’ achievement is lower in these curriculum areas.

The school provides a range of deliberately-targeted programmes that accelerate the progress of some children. Teachers have developed useful systems and processes to closely monitor and support the achievement of children who need their progress accelerated.

The school has appropriate systems to support consistency of assessment and moderation judgements across the school. These practices, along with data management systems, need to be extended to show children’s accelerated progress over the time they are at this school.

The moderation of assessment decisions with other schools is a next step for improvement. School leaders are at an early stage of developing an approach to external moderation.

School conditions supporting equity and excellence

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

The school has some effective pastoral processes that are contributing to equity and excellence.

Leaders and teachers make good use of a strong pastoral care system to address disparity. They make very good use of support agencies and community groups. This is ensuring children are well cared for and have the resources they need to participate and be engaged in the school curriculum.

Children are respected and valued, and care for one another. Staff have had a strong focus over the previous two years on teaching children positive behaviours. This is providing a calm, secure environment where adults and children focus on learning and wellbeing. A culture of trust, teamwork and empathy among the staff and children is very evident.

Staff have high expectations for children and their achievement. A strong whānau-like environment is evident. Teachers know children well and share the responsibility for their achievement and wellbeing. Teachers make effective use of their knowledge of each child to ensure learning is relevant and interesting. Children are encouraged to be independent and know about their learning and progress.

Sustainable development for equity and excellence

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

The school has yet to develop sustainable processes to achieve equity and excellence.

The school must strengthen its capacity to provide a governance and leadership framework that effectively contributes to positive outcomes for all children. Governance and leadership priorities include:

  • ensuring that strategic plans and processes are contributing to continuous improvement in children’s learning and achievement

  • developing and using robust internal evaluation practices that increasingly contribute to positive outcomes for all children

  • ensuring that the curriculum effectively reflects the priorities of the school community and New Zealand Curriculum

  • making sure that the appraisal system meets Education Council requirements.

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.

Actions required

ERO identified non-compliance in relation to internal evaluation In order to address this the board, through the principal and staff, must:

  • maintain an ongoing programme of self review in relation to its strategic plan, including how the school is giving effect to the National Guidelines through its policies, plans and programmes, including those for curriculum [NAG 2 (b)]. 

Going forward

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

At the time of this review, this school was not well placed to provide conditions for children to achieve educational excellence, or to address in-school disparities. The main areas of concern are:

Leaders and teachers:

  • have not yet adequately established necessary conditions to effectively accelerate children’s learning and achievement
  • are not well placed to achieve and sustain accelerated achievement for all children who need it.

ERO intends to carry out a process of ongoing evaluation to support development over the course of one-to-two years.

Recommendations

ERO recommends that the Ministry of Education and the School Trustees Association provide support for the school to strengthen professional leadership and governance in order to bring about improvements in:

  • student achievement
  • strategic planning
  • internal evaluation
  • the school curriculum. 

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

About the school 

Location

Christchurch

Ministry of Education profile number

3449

School type

Contributing (Years 1-6)

School roll

150

Gender composition

Boys: 50%

Girls: 50%

Ethnic composition

Pākehā 44%

Māori 40%

Pacific 10%

Other 6%

Provision of Māori medium education

NA

Review team on site

March/April 2017

Date of this report

30 June 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review August 2013

Education Review May 2010

Education Review April 2007