Palmerston North Adventist Christian School

1 Context

Palmerston North Adventist Christian School caters for students from Years 1 to 6. The school serves a diverse community and this is reflected in the multicultural roll. Of the 90 students, 24 are Pacific and 7 identify as Māori.

The shared vision and values are recognised and understood throughout the school as the guiding framework for learning and behaviour. There is a strong focus on providing an inclusive environment for students.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are 'To provide a quality education that develops and nurtures children in God to be the best they can be'. This is underpinned by the Adventist Christian GROWTH vision of 'Godliness, Rich Relationships, Ownership of Mastery, Wisdom in Decision Making, Transformational Learning and Harvest Focus'. These qualities are promoted within the curriculum.

The school’s achievement information shows that most students, including Māori and Pacific learners, are achieving well in relation to the National Standards in reading, writing and mathematics. Data for the school shows a significant improvement in Pacific achievement in reading, writing and mathematics since the November 2013 ERO review.

Teachers use a wide range of assessment information to inform their judgements about student progress and achievement. Through ongoing professional learning and development (PLD) teachers are building their understanding about effective teaching of writing. The regularly moderate assessment of writing samples with each other and an external support person. The principal and teachers have identified the development of moderation practices in reading and mathematics as a next step.

Since the previous ERO evaluation the school has focused on building teaching and learning capability to support the acceleration of progress for learners at risk of not achieving educational success. This includes:

• an ongoing focus on improving the achievement in writing
• developing a useful model to assist teachers inquiring into the effectiveness of their practice
• an increased number of specific strategies to support acceleration.

3 Accelerating achievement

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

Continuing to raise student achievement is a school-identified priority. Trustees use achievement information to set schoolwide strategic goals that focus on accelerating the progress of learners in reading, writing and mathematics.

Teachers know their learners very well. They meet with students and their parents to discuss learning strengths, challenges and aspirations. This information contributes to lesson planning and identifying student goals in reading, writing and mathematics.

A useful tracking and monitoring process is in place to ensure students are making progress and to identify any additional support needed. Learners benefit from targeted teaching and programmes. The impact of these strategies on student progress is regularly reviewed by leaders and teachers. Continuing to inquire into teachers' practice should further promote improved outcomes for learners.

There is an individualised process in place to support students requiring additional learning provision, including English language learners. Students with high needs are supported through comprehensive plans focused on their individual progress goals.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school's curriculum is underpinned by the special Adventist Christian character, vision and values. Clearly documented expectations for effective teaching, guides teachers and supports learning. There are high expectations for students to learn and succeed. They are enthusiastic learners and benefit from relationships that are respectful and productive.

Children's language, culture and identity are valued and celebrated. The school has strengthened its reflection of Māori and Pacific contexts within the curriculum. As a result, students have more opportunities to experience meaningful and authentic learning.

The cultural knowledge of the community is treasured and included in the curriculum. Community and whānau expertise are sought to contribute to and support teaching and learning.

The board of trustees is representative of the range of cultural groups that make up the school community. Members are focused on students' wellbeing and accelerating the progress of all learners.

Trustees receive a wide range of achievement data that shows the impact of teaching strategies, programmes and interventions on promoting improved outcomes for students. Ongoing reflection and review of the board's effectiveness is supporting the school to enact its vision and targets.

Leaders and teachers ensure there is a supportive environment for students' wellbeing and learning. Opportunities for internal and external PLD are provided to promote collective capacity building and inquiry. There is a deliberate focus on raising teacher capability to effectively support learners at risk of not achieving educational success.

Teacher appraisal is meaningful, celebrates good practice and identifies next steps for improvement. Developing a process to build teachers' cultural competencies was identified as a next step in the previous ERO report. This remains a priority. 

Strategies successfully involve parents and whānau as partners in their child's learning. Parents are well informed about their child's progress and supported to understand and help learning at home. Staff intend to review student reports. As part of this review, they should ensure further clarity of reporting student progress and achievement in relation to National Standards in reading, writing and mathematics. The school continues to seek ways to build learning connections with all families.

A useful structure guides internal evaluation. It is informed by current research and focused on ongoing development. There is a considered approach to change and the implementation of new learning. Continuing to strengthen the collective capacity for evaluation as a means to sustain improvement, is a next step.

5 Going forward

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

Leaders and teachers:

• know the children whose learning and achievement need to be accelerated
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

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

6 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 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

• processes for appointing staff

• stand down, suspensions, expulsions and exclusions

• attendance

• compliance with the provisions of the Vulnerable Children Act 2014. 

7 Recommendation

ERO recommends that trustees, leaders and teachers continue to strengthen school systems and processes, including teacher capability and internal evaluation, to build and sustain ongoing improvement.

Joyce Gebbie

Deputy Chief Review Officer Central

19 December 2016

About the school