Monmouth Road, Stratford
View on mapPembroke School is a full primary school located on the rural outskirts of Stratford. The current school roll of 97 students, includes 18 who identify as Māori.
The schools’ vision of empowering students to become lifelong learners is reinforced through the values of ‘Ambition, Service, Perseverance, Integrity, Respect and Empathy (ASPIRE)’. The localised curriculum is designed to support teachers and students, through the PEMBROKE spiral growth framework, to build knowledge and understanding.
Current goals and targets focus on: ensuring that learners make progress and achieve to their potential; implementation of learning programmes that engage and enhance wellbeing and thinking; celebrating differences and embracing diversity.
Since the September 2017 ERO report there has been steady roll growth. Most students live in Stratford. An enrolment scheme is in place.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is a part of the Taranaki Mohoao Kāhui Ako.
Since the previous ERO report the school has improved equitable outcomes for most individuals and groups of students. School achievement information shows that at the end of 2019 nearly all students achieved at or above curriculum expectation in reading and mathematics. Most students achieved at or above expectation in writing. Māori students achieved as well as their peers.
The previous ERO report identified that boys’ achievement was a priority for the school. Data at the end of 2019, shows that most boys were achieving at or above expectation in reading and mathematics. A large majority of boys were achieving at or above expectations in writing. Improving the progress and achievement of this group remains a focus for the school.
The school is effectively accelerating learning for those students who need this. There has been a strong focus from leaders and teachers on lifting achievement across the school since the previous ERO evaluation. Data provided by the school shows a steady trajectory of improvement over this time for all groups of students. The majority of students who have been targeted through specific teaching and interventions have made acceleration to be closer to expectation. Some of these students at the end of 2019 were accelerated to at, or above, in reading, writing and mathematics.
The school’s localised curriculum is inclusive and future focused, with clear intentions to promote student agency. Teachers select contexts and design student-centred learning that relate new information to prior knowledge, promote collaboration and develop active learning.
Leadership practice has a significant, positive impact on student outcomes. The school has clear goals and expectations for student learning and wellbeing. Teacher capability is built through systematic, collaborative inquiry processes and challenging professional learning opportunities. These align purposefully with the school’s vision, values, goals and targets.
Internal evaluation is purposeful and meaningful. The school is highly improvement focused. Leaders and teacher use coherent processes for evaluation and knowledge building, focused on what makes a positive difference for all students.
The board actively represents and serves the school and community well in its stewardship role. Trustees have clarity about their roles and responsibilities. They work collaboratively to support students to experience success. The board maintain a strong focus on achieving valued student outcomes.
Embedding and sustaining the new localised curriculum is a school priority. Leaders and teachers have worked positively to identify the key aspects of teaching and across-the-school leadership, to support the implementation of the curriculum. Teachers should continue to use and embed the collaboratively developed Pembroke Quality Practice matrix that outlines expectations for teaching and learning and support whānau and children’s familiarity with ‘Ko wai au? The Pembroke Learner’.
The school should continue to grow culturally responsive practices that allow students to be confident in their language, culture and identity, reflecting New Zealand’s bi-cultural heritage.
The development of learning-focused partnerships with parents and whānau is a next step for sustainability of, and improvement to, learning and engagement. The principal has worked positively alongside teachers to develop strategies to engage parents and whānau in meaningful ways. Parents are well informed about the curriculum and how students learn.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of Pembroke School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Darcy Te Hau (Acting)
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
4 June 2020
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.
Pembroke School, on the outskirts of Stratford, caters for 63 learners in Years 1 to 8. This includes six children who identify as Māori and four as Pacific.
Since the March 2014 ERO report, the school has undergone significant changes that have had an impact on sustaining student engagement, progress and achievement. Some staff are new to the school. Some children have had several teachers over a short period of time.
A new principal was appointed in February 2017. Since this appointment, a range of improvement focused initiatives has been implemented, to accelerate the progress of those children at risk of not achieving in relation to the National Standards.
The previous ERO report recommended that the school review the curriculum. This review began this year. The current trustees have identified a need to clarify their roles and responsibilities.
The school participates in the Stratford Community of Learning|Kāhui Ako.
The school has well-considered plans and actions that respond to Māori and other children whose learning and achievement need acceleration. School information in 2016 indicated that a significant number of learners achieved below and well below in relation to the National Standards in reading, writing and mathematics. Māori children had similar outcomes to their peers.
In 2017, using moderated information, achievement targets are clearly focused on addressing the disparity of boys’ achievement in reading, writing and mathematics. Effective professional guidance by the principal assists the implementation of carefully considered initiatives to support targeted learners.
Strengthening of te ao Māori in the curriculum, with external expertise, is having a positive impact on Māori children’s sense of belonging. This development also supports a bicultural curriculum for all learners.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some remains.
The school agrees to:
develop more targeted planning to accelerate learning for children
monitor targeted planning, improved teaching, and children’s progress
discuss the school’s progress with ERO.
ERO is likely to carry out the next review in three years.
The school has begun to implement well-considered plans to respond to children whose learning and achievement need acceleration. Teaching strategies and assessment processes, with regular tracking and monitoring, are supporting classroom teachers to meet targets.
Some children achieve well. The school has yet to get a significant number of learners achieving as expected. The principal and teachers know learners well and have assessment information that helps them make appropriate decisions about teaching and learning.Boys feature in the group the school is targeting to accelerate progress.
All Māori children’s progress and achievement is well known by the principal, who has introduced efficient tracking and monitoring systems for all students. This includes the tracking of Pacific children.
In 2017, the moderation process has been strengthened to increase the dependability of the judgements teachers make about student achievement in relation to National standards. Teachers use a range of tools to assess achievement. Baseline data provides the school with clarity of where children are at and what their next steps may be.
To achieve equity and excellence, school processes have been strengthened to focus on learner wellbeing, engagement and progress. The principal has facilitated appropriate improvements since being appointed and teachers have implemented the changes.
Deliberate actions for improvement include:
listening to student and family voices
engaging students in a range of activities that interest them
developing a collaborative culture between adults and students
implementing systems that are clear and student focused for ongoing improvement
building a strong sense of belonging
having high expectations that all will succeed.
The school has a positive climate. Relationships are respectful between children and with teachers. Māori children’s culture is valued. Families are welcomed into the school and their contribution is valued as partners in student learning.
Teachers use student information to inform teaching. They participate in:
Teacher aides, with the principal and external resource people, are integral in the plan for improvement of student achievement.
To achieve equity and excellence in learner outcomes, the school will need to continue with the direction now being taken to:
ERO’s evaluation affirms this direction and in addition identifies the need for capacity building in internal evaluation for accountability and improvement, focused on equitable and excellent outcomes for children.
Many newly implemented processes are likely to support improved student achievement. Regular evaluation to ascertain effectiveness is needed.
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.
In order to improve practice:
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for some children remains.
Leaders and teachers:
The school agrees to:
The school has requested that ERO provide them with an internal evaluation workshop.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
12 September 2017
|
Location |
Stratford |
|
Ministry of Education profile number |
2220 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
63 |
|
Gender composition |
Female 35, Male 28 |
|
Ethnic composition |
Pākehā 53 |
|
Provision of Māori medium education |
No |
|
Review team on site |
June 2017 |
|
Date of this report |
12 September 2017 |
|
Most recent ERO report(s) |
Education Review, May 2014 |