Portland School

Portland School - 18/11/2020

Findings

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Portland 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?

Portland School, near Whangarei, is a contributing primary school that provides education for children in Years 1 to 6. Just over 50 percent of the children identify as Māori, and approximately 13 percent are of Pacific heritage.

ERO’s 2017 report identified significant areas for development in building leadership and stewardship capability, improving teaching and learning programmes and internal evaluation. The report recommended that the school work with the Ministry of Education (the Ministry) to increase the school’s capability to improve student achievement, and with the New Zealand School Trustees Association (NZSTA) to improve stewardship capability. ERO also decided to carry out an ongoing evaluation, over the course of one-to-two years, to support and evaluate the school’s progress and improvement.

Since the 2017 ERO review, the school has appointed a principal, part-time teacher and teacher aide. New trustees have joined the long serving, experienced board chair to govern the school. Significant classroom and property enhancements have been made. Relationships with whānau, the Portland community and connections with the “local environment” have been reestablished and strengthened.

The Ministry worked with the school to develop an improvement plan aligned to ERO’s 2017 recommendations. Teachers have worked with the Ministry’s Student Achievement Function (SAF) practitioner to develop robust assessment systems and practices. The NZSTA has provided developmental programmes and advice to the board of trustees. These initiatives and professional learning opportunities have strengthened stewardship and leadership capability to sustain change.

Evidence collected through ERO’s longitudinal review process has been used to evaluate the progress that trustees, the principal and teachers have made to address the concerns and recommendations identified in 2017. The findings are outlined in the following sections of this report.

The school is a member of the Ngā Kura mō te ako o Whangarei Kāhui Ako Group 4.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Portland School has been involved in a review with ERO to support school progress and development. ERO established the following priorities for the review:

  • developing and documenting a coherent and connected school curriculum

  • developing robust assessment systems and processes

  • improving the consistency and quality of teaching and learning

  • strengthening internal evaluation capacity and capability

  • building leadership and stewardship capability to sustain and embed changes.

Progress

The school has made good progress across the five improvement priorities identified in the 2017 ERO report.

Developing and documenting a coherent and connected school curriculum

The Portland School curriculum continues to evolve to meet the needs of all learners. Strong foundations are in place to enact a coherent, connected and relevant local curriculum for Portland learners. Curriculum principles have been developed following consultation with staff, the board and whānau.

The place-based curriculum emphasises the local environment, environmental sustainability and education outside the classroom (EOTC). It also places a strong focus on accelerating students’ progress in literacy and numeracy. Te reo Māori and tikanga are interwoven throughout the school day and curriculum. The school now plans to develop a graphic representation of the curriculum to share with whānau and the community.

Developing robust assessment systems and processes

Assessment systems, processes and practices have significantly improved. Achievement information is now more reliable and robust. Teachers’ analysis and use of achievement information to inform teaching and learning programmes has improved.

Teachers have benefited from internal and external professional development to build their understanding of effective assessment systems and practices. They are using achievement information more confidently to moderate assessment judgements.

The recent introduction of acceleration plans has created a sense of urgency for teachers to have a greater focus on accelerating children’s progress in literacy and numeracy. This initiative supports teachers to analyse data and closely monitor the progress of children who are not achieving at curriculum expectations.

Since 2017, achievement in reading, writing and mathematics has continued to improve. Teachers are using effective strategies to support children to make accelerated progress in literacy and numeracy. Achievement information for 2020 show that most children are achieving at expected curriculum levels in reading, and the majority are working at expected levels in writing and mathematics.

Improving the consistency and quality of teaching and learning

The staff have engaged with professional learning and development programmes to improve the consistency and quality of teaching and learning. These include:

  • a behaviour for learning programme to further assist teachers and support staff to embed the school values

  • teachers working with external practitioners to strengthen their classroom practice

  • using kāhui ako writing achievement goals to accelerate progress and achievement

  • attending EOTC safety planning workshops.

Teachers’ use of acceleration plans, learning progressions and participation in weekly acceleration meetings are resulting in improved consistency of teaching practice. Teaching and learning spaces have been reorganised to allow for greater collaboration. Teachers are modelling and sharing effective teaching practice.

Changes to the learning environment have increased children’s engagement and tuakana/teina learning opportunities. Children experience more opportunities to learn collaboratively in classrooms and outside on the new deck area.

The principal, teachers and support staff work collaboratively to support children’s wellbeing and learning. High expectations for children’s behaviour, engagement and learning are evident. The school values are increasingly well enacted inside and outside the classrooms.

Strengthening internal evaluation capability and capacity

Internal evaluation capability is continuing to improve. The school is now well placed to evaluate the extent to which initiatives have contributed to increasing literacy and numeracy achievement and ensuring these positive trends are sustained.

Continuing to strengthen the analysis of student achievement information should assist leaders and teachers to increase achievement parity and ensure equitable outcomes are achieved by all children.

A new strategic plan has been developed. The useful annual plan aligns to the strategic plan. The principal and board monitor the progress towards strategic and annual goals. They now intend to strengthen internal evaluation by documenting the outcomes of annual goals.

Building leadership and stewardship capability to sustain and embed changes

The board, principal and teachers are committed to ensuring that children achieve the best learning and wellbeing outcomes. The principal is providing inclusive and relevant learning opportunities for children and staff. He communicates to the community the school’s clear vision and future direction as well as the priorities for school improvement.

The principal is well supported by the board. Trustees are committed to the school’s values, direction and equitable outcomes for all children. They continue to engage with NZSTA to build their understanding of effective stewardship. Policies and procedures have recently moved to an online platform. This provides the school with a coherent and up-to-date policy framework.

The board is introducing portfolios for each trustee to share responsibilities and to use trustees’ knowledge, experience, and expertise. Trustees are continuing to develop skills of scrutinising achievement and other relevant information for strategic decision making directed at improving student outcomes.

Key next steps

The board, principal and teachers should continue to:

  • evaluate the impact of initiatives to accelerate student progress and achievement

  • strengthen whānau involvement in children’s learning

  • strengthen the use of internal evaluation to sustain improvement and innovation.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is developing good processes and systems to sustain and continue to improve its performance. The school learning culture is focused on children and their wellbeing. The board, principal and teachers are committed to improving children’s progress and achievement. Over the last three years, achievement information has indicated a positive upward trend.

The board chair has provided effective leadership and service to the school community over the last three years. Sustainable planning processes are in place. Continuing to strengthen internal evaluation processes should assist the board, principal and teachers to respond effectively to future emerging issues.

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

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Portland 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

18 November 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Portland School - 10/05/2017

Summary

At the time of this ERO evaluation the Portland school roll was 34, comprising 22 Māori children, eight Pākehā children and four Cook Islands Māori children. The majority of Māori children whakapapa to Ngāpuhi. The school’s inclusive culture welcomes children with high learning needs.

Since the 2014 ERO review the school has experienced significant staffing changes. The board appointed a first time principal and teacher in July 2015. The teaching staff includes the principal and a registered teacher. A part-time principal-release teacher and teacher aide were appointed in 2017. Trustees are new to their role of stewardship. However, the board chair has served the school for many years.

The 2014 ERO report identified significant next steps for improvement. These next steps included:

  • improving assessment systems and practices
  • improving governance capability and capacity
  • developing more systematic and robust evaluation processes
  • increasing bicultural perspectives in the curriculum.

In response to the 2014 findings, an improvement plan to help the school improve its performance was developed. At the time of this review there is limited evidence of the implementation of this plan. One area of non-compliance identified in the 2014 report still needs to be actioned.

The new principal, trustees and staff are planning to review and revise the school's vision and values with students, staff and the school community to set a new future direction and development for the school.

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

Portland School is not yet effective in achieving equitable outcomes for all children. There is still considerable work to be done to help promote equity and excellence for all children. Internal evaluation is currently not well-developed to enable and sustain improvement.

Teachers know which children need to make accelerated progress. However they are yet to develop robust processes and systems to collate, analyse and use achievement information to effectively plan responsive programmes. There is limited in-class evidence that learning programmes are evaluated for all children who are at risk of not achieving.

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.

ERO intends to carry out a process of ongoing evaluation to support 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?

Portland School is currently not effectively responding to Māori and other children whose learning and achievement need acceleration. Improvement plans to raise overall achievement have been developed however the implementation of these plans is at the very early stage. The school does not have in-depth evaluation processes to highlight practices that are successful in achieving equity and excellence.

The school charter includes annual targets aimed appropriately at accelerating learning for children who are not achieving national standards particularly in writing. Teachers use achievement data to identify children who are at risk of not achieving in reading, writing and mathematics. They are beginning to promote specific instructional strategies to move children’s current levels of achievement and help children actively participate in the learning process.

At the time of this review, the principal raised concerns about the reliability of the school achievement data over the last three years. There is evidence that overall teacher judgements are inconsistent, particularly in reading. The school’s achievement data indicates that Māori children’s achievement has decreased. This trend has continued over the last three years. ERO is assured that the principal is working towards strengthening the dependability of teachers’ overall assessment judgements.

In 2016, teachers participated in external professional projects to lift children’s achievement in writing and mathematics. As a result, a small number of children made accelerated progress. The principal could further improve achievement by regularly evaluating whether decisions to accelerate children’s progress are making a difference. It would be useful to strengthen the current raising achievement plan by including:

  • the specific learning needs of children who need to make accelerated progress
  • acceleration strategies teachers will use to meet the achievement challenges
  • roles and responsibilities of trustees and staff to accelerate progress and
  • indicators of successful acceleration.

School conditions supporting equity and excellence

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

The school has some processes in place that are likely to help teachers build equity and excellence. The principal is committed to establishing a collaborative learning culture for improvement. He promotes professional dialogue, based on research literature, and learning conversations to build consistency of teacher practice across the classrooms. At the beginning of his tenure, the principal focussed on:

  • creating an environment that supports children’s learning and wellbeing
  • developing school systems and processes to support improvement
  • building relational trust with teachers and community.

The most notable professional learning opportunity that is contributing to equity and excellence is strengthening teachers’ bicultural practices. Teachers are now more deliberate in responding to Māori children’s identity, language and culture. This initiative is successfully contributing to curriculum decision-making and teaching practices. Māori children speak proudly of their heritage and confidently take responsibility for welcoming visitors to the school. Children who do not identify as Māori speak warmly of the increased opportunities to learn waiata and te reo Māori.

The inclusive culture promoted by the principal has resulted in an increased enrolment of children with high learning needs. Parents value the principal’s inclusive approach to successfully transition their children into the school. The principal has worked successfully to access external support with a focus on children and their families’ wellbeing.

The principal has established networks with other local principals. He is currently considering the development of a Community of Learning with local schools to improve education opportunity for students in the South Whangarei area.

Sustainable development for equity and excellence

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

External support is required to improve school systems and processes to achieve equity and excellence. Despite the development of improvement plans and the commitment of the principal and staff, there are a number of school conditions that are not yet effectively helping to achieve equity and excellence for all children.

Key school processes and conditions that are not well enough established to help achieve equity and excellence for all children include school governance and curriculum development. An important next step for the board, principal and teachers is to engage in purposeful evaluation to monitor the effectiveness of programmes and initiatives on children’s learning.

To improve the curriculum it is necessary to:

  • develop a coherent and responsive curriculum that ensures appropriate coverage of The New Zealand Curriculum (NZC) and is aligned to the school’s vision
  • develop a shared understanding of quality teaching practices that accelerate children’s learning and increase their role in the learning process
  • differentiate lessons so that younger and older children and children with special abilities and learning needs receive programmes that are suited to their ability levels and learning potential
  • develop robust assessment systems and practices.

To improve stewardship it will be necessary for the board to:

  • use external support to improve stewardship and build their confidence and capability to enact their roles
  • develop and implement coherent plans and actions that guide the school’s strategic direction and support equity and excellence for all children
  • access external support to develop evaluative thinking and robust review processes to monitor the impact of new school initiatives

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. 

ERO identified non-compliance in relation to health consultation with the community and self review. In order to address this the board must:

  • consult at least once in every 2 years with the school community and adopt a statement on the delivery of its health curriculum.
    Section 60B of the Education Act, 1989
  • maintain an ongoing programme of self review relating to the board’s policies, plans and programmes
    National Administration Guideline (NAG) 2 (b).

To improve current practice the board of trustees should:

  • update the Education Outside the Classroom (EOTC) policy to meet the current (2016) Ministry of Education Guidelines
  • ensure the school policy and procedures on surrender and retention of property and searches of students are consistent with the guidelines issued by the Secretary for Education.

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 for improvement are:

  • quality of curriculum provision for children
  • stewardship capability
  • quality of assessment systems and practices
  • quality of internal evaluation for improvement.

Leaders and teachers:

  • have not yet adequately built their knowledge of the children whose learning and achievement need to be accelerated
  • have not yet adequately established necessary conditions to effectively accelerate 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 New Zealand School Trustees Association consider providing support for the school in order to bring about the following improvements:

  • developing robust internal evaluation to inform strategic planning and change for ongoing improvement
  • building trustees understanding and capacity in their role as good employers and stewards of the school
  • developing a connected, responsive curriculum for the Portland learner’s pathway
  • ensuring policies and practices align with the National Administration Guidelines (NAGs) and legal requirements.

ERO recommends that the board, principal and staff participate in high quality external professional development to further improve internal evaluation, teaching and learning programmes and assessment practices. 

Graham Randell
Deputy Chief Review Officer Northern

10 May 2017

About the school 

Location

Whangarei

Ministry of Education profile number

1084

School type

Contributing (Year 1 to 6)

School roll

34

Gender composition

Boys      19
Girls       15

Ethnic composition

Māori
Pākehā
Cook Islands Māori

  22
    8
    4

Provision of Māori medium education

No

Review team on site

March 2017

Date of this report

10 May 2017

Most recent ERO report(s)

Education Review Education Review Education Review

  May 2014
  April  2011
  April  2008