Findings
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Petone Central School’s performance in achieving valued outcomes for its students is: Developing.
1 Background and Context
What is the background and context for this school’s review?
Petone Central School provides education for students in Years 1 to 8. The current roll of 88 children includes 15% of Pacific heritage and 38% who are Māori. Eight percent receive English language learning funding.
The June 2018 ERO report identified areas for development relating to assessment systems and practices, student achievement and curriculum documentation.
When the board of trustees resigned at the start of 2017, a commissioner was appointed by the Ministry of Education (MoE). A different commissioner took over managing governance responsibilities in 2018, continuing in the role in 2019 and for most of 2020. A new board of trustees has been recently elected. Their first meeting was held in November 2020. The New Zealand School Trustees Association (NZSTA) is providing induction and training for the new board. A specialist adviser has been appointed by the MoE to provide advice and guidance in relation to governance and finance.
In 2018, the principal and teachers began work with a Student Achievement Facilitator (SAF) and this work continued until the end of 2019. Other areas of professional learning and development (PLD) for staff since 2018 have been literacy and digital technology, facilitated by external providers.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The 2018 ERO report identified the following areas for development:
- strengthening assessment systems and practices
- increasing student achievement
- developing curriculum documentation
- extending teacher inquiry.
Progress
The principal and teachers have made significant progress in all areas identified for development.
Assessment systems have been improved and effectively implemented. Regular schoolwide moderation is an established practice that supports and informs teachers’ judgements about achievement. Moderation with another school strengthens this process. The principal and teachers use assessment information to identify learning needs, to inform their teaching and to track students’ progress and achievement.
Student achievement data is collated, analysed and regularly reported. Specific teaching strategies and initiatives to promote the progress of students are well documented. Schoolwide targets identify specific groups of students for focussed interventions. Target students’ progress and achievement is clearly tracked.
Staff have regular informed discussions about children’s wellbeing and achievement. They have a shared commitment to all students across the school. The principal and staff are proactive using a collaborative focus on working alongside families to support and promote children to ‘be their best selves’.
At the end of 2018, most children were achieving at or above curriculum expectations in reading, writing and mathematics. At the end of 2019, most children achieved at or above expectations in mathematics and the large majority in reading and writing.
In 2020, the percentage of Pacific students achieving at or above expectations is higher than other ethnic groups, especially in mathematics. Māori students are achieving less well than other groups in reading, writing and mathematics. In 2019, many Māori students made accelerated progress during the year.
Students are enthusiastic, confident learners. They work both independently and collaboratively to carry out learning tasks. They have some choice within their learning programmes. Student agency is in the early stages of development. Classrooms reflect the school’s emphasis on respect. Positive and productive learning environments are evident.
The curriculum is well documented. It is aligned with the intent and philosophy of The New Zealand Curriculum, reflects the needs and priorities of the local and school communities, and covers all of the required learning areas. The curriculum is responsive to students’ learning, identities and wellbeing, and focusses on valued student outcomes. It promotes caring, inclusive and respectful learning partnerships.
Expectations for high quality teaching are clearly documented. Quality planning expectations are supported by schoolwide guidelines that ensure teachers cover all aspects of the curriculum, cater for students’ needs and interests, and prioritise local content. Teachers have a shared vision and responsibility for delivering high quality learning experiences.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school has made good progress with developing processes and practices to sustain and continue to improve its performance.
The principal has built relational trust and effective collaboration at all levels of the school. She has facilitated the development of a shared school vision and strategic goals and targets for equity and school improvement.
Recent schoolwide teacher inquiries into their practice have contributed to improvement in the quality of teaching and learning. Inquiry frameworks, processes and actions are developed and undertaken collaboratively. Shared inquiry and next steps have led to improvements in curriculum development and coverage.
A next step is to develop a shared understanding of an internal evaluation framework to evaluate the effectiveness of school goals and initiatives on outcomes for students.
Key next steps
Key next steps are to:
- continue to raise achievement, including accelerating the progress of Māori students
- further develop student agency
- develop internal evaluation
- induct and support new trustees into their governance role.
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:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- financial management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration
- processes for appointing staff
- stand-downs, suspensions, expulsions and exclusions
- attendance
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
Petone Central School has made positive progress in relation to the aspects of school improvement identified in the June 2018 ERO report. The principal and the newly appointed board of trustees are developing processes and practices to sustain, evaluate and embed changes to improve equity and excellence for all groups of students.
On the basis of the findings of this review, ERO‘s overall evaluation judgement of Petone Central School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation
Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
23 February 2021
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.