Ranzau School

Education institution number:

3214

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

101

Website:

http://www.ranzau.school.nz

Telephone:

03 544 7083

Address:

111 Ranzau Road, Hope

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Ranzau School - 13/03/2020

13 Mar 2020

School Context

Ranzau School is a semi-rural, Year 1 to 6 school near Richmond, Nelson. The current roll is 167 students.

The school states that its vision is: ‘To create an environment where everyone can shine.’ Four valued outcomes align with its strategic goals and aim to develop the following attributes in students as: responsible community members; competent in communication and numeracy; inquiring learners, and active and creative learners.

Two further strategic goals are that the board, management and staff work together to raise student achievement and provide effective governance and management.

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 and achievement in relation to school targets
achievement in relation to valued outcomes.

The school is currently undergoing significant building redevelopment. Leaders and staff are active participants in the Waimea Kāhui Ako|Community of Learning.

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 successful in achieving equitable and excellent outcomes for most students.

The school’s achievement information for 2017 to 2018 shows that most students achieved at or above curriculum expectations in reading and mathematics. In 2017 and 2019, most students achieved at or above curriculum expectations in writing.

As a group, boys achieve less well than girls in writing. These differences are evident in the school’s data for 2017 to 2019.

In relation to the two targeted valued outcomes for 2019, almost all students met the school’s expectations for being inquiring learners and responsible community members.

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

The school has had moderate success in accelerating learning for those Māori and other students who need this.

Achievement information for 2018 and 2019 shows that:

progress in reading was accelerated for approximately one-third of target learners
progress in writing and mathematics was accelerated for approximately one-fifth of target learners.

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?

School leaders work collegially to make effective research-informed decisions that are sustainable and improvement focused. They manage change and innovation thoughtfully in an environment of high relational trust, a culture of shared ownership for improving student learning outcomes, and efficient processes for information sharing. There is clear alignment between strategic, annual and classroom planning.

The curriculum provides broad, engaging and localised learning experiences for students. The school’s valued outcomes are incorporated meaningfully into learning experiences within and beyond the classroom. Student agency in learning is promoted through clear expectations, success criteria and a classroom culture which empowers students to take control of their learning. Teachers engage with and empower whānau to be supportive participants in their children’s learning. Effective transition practices help children to maintain a continuity of learning as they enter the school and move between classes.

Teachers and teaching practices are responsive to the needs of students. The culture of collaboration, which is evident at leadership levels, remains strongly evident at classroom teacher levels. There are clear expectations for teachers around assessment and monitoring of student progress. A system of flexible target groupings supports students who need additional assistance with their learning.

Teaching as inquiry and reflective practices inform changes to teaching practices for the benefit of students. The shift to team teaching in collaborative learning spaces has been well managed. Thoughtful change management, with children at the centre of decision making, has ensured that positive and productive learning environments are maintained. Professional learning opportunities for teachers are well designed and align with annual school goals.

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

Schoolwide data needs further analysis to determine patterns and trends for all students and groups of students. In particular, analysed data needs to be scrutinised to identify if students are making sufficient progress as a result of teaching programmes and practices. Analysed learning information forms the basis for high quality internal evaluation.

It is timely for the school to improve the use of internal evaluation and determine which practices are most effective in accelerating learning for those students who need this. The existing culture of critical reflection and inquiry should be extended by building knowledge and understanding of internal evaluation and evaluative thinking at all levels of the school. An evaluative framework should be used to ensure a systematic approach to strategic evaluations of processes and practices.

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 Ranzau 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 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:

effective leadership and governance that focuses on sustainable approaches to teaching and learning
a well-developed approach to building educational relationships that engage and empower students and their whānau in learning
a culture of reflection, inquiry and evidence-informed decision making that leads to innovation for improved learning outcomes.

Next steps

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

extending analysis of schoolwide data to identify and report patterns of progress and achievement for priority learners
the use of internal evaluation and evaluative thinking to determine which programmes and practices are most effective in supporting learning and accelerating progress for those students who need this.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

13 March 2020

About the school

Location	Hope
Ministry of Education profile number	3214
School type	Contributing (Years 1-6)
School roll	167
Gender composition	Boys 60%, Girls 40%
Ethnic composition	Māori 15% NZ European/Pākehā 80% Other Ethnicities 5%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	November 2019
Date of this report	13 March 2020
Most recent ERO report(s)	Education Review October 2015 Education Review October 2012

Ranzau School - 20/10/2015

20 Oct 2015

Findings

The school’s rural setting, well understood vision, values, and learning and teaching expectations fosters students’ sense of wellbeing and belonging. Students achieve well. The curriculum provides a good range of interesting experiences for learners. The school’s welcoming and friendly culture promotes strong, long term, family and community connections. The school is capably managed and led with effective systems and good communication.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Ranzau School is situated in a rural setting 18 kilometres from Nelson. The school has seven classrooms and caters for students from Years 1 to 6. Students come to the school from local and other areas of Nelson.

The school’s vision, values, and learning and teaching expectations are well understood. The positive, inclusive culture fosters students’ sense of wellbeing and belonging. The welcoming and friendly culture of the school has resulted in strong, long-term family and community connections.

The board, senior leaders and teachers have been highly responsive to recommendations made in the 2012 ERO report. This includes well planned, consistently implemented reviews of learning and teaching, reporting and teacher appraisal.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information very effectively to make positive changes to learners’ engagement and achievement.

Most students achieve at or above the National Standards in literacy and mathematics, with many students achieving above. The school has identified and provided additional resources to support and extend some students who are not achieving as well in mathematics in 2014.

Students’ achievement in literacy and mathematics has remained at consistently high levels over the past three years. The senior leaders and teachers have evaluated ways to further accelerate this achievement.

ERO and the senior leaders agree, that further extending the teaching as inquiry process will help accelerate students' achievement levels.

Students have good opportunities to be involved in goal setting to make choices about their learning pathways. They work collaboratively in groups and in buddy systems within classes, and school wide.

Well-focused professional development supports the use of high quality teaching strategies, student engagement and improved achievement.

Students have a varied range of opportunities, and are well supported to celebrate and value achievement. At all levels of the school, teachers use practices that support and extend students communication skills.

Senior leaders and teachers share leadership and work well together to ensure the school’s expectations for teaching and learning are met. Clear expectations for teachers make sure planning and assessment is detailed and clearly shows students' abilities, needs and interests.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively supports and extends student learning. The school’s vision, values, and learner qualities are central to the way students learn.

The school’s curriculum provides students with a good range of interesting learning experiences. A suitable range of resources supports and extends their learning. Programmes and practices focus on learner qualities and ways to promote thinking and problem solving.

Senior leaders and teachers have developed useful planning and assessment guidelines. These guidelines help to promote consistent curriculum delivery across the school.

All learning areas are well integrated into the curriculum. Students learn through a well understood school-wide inquiry approach that focuses on information literacy, use of technology and thinking skills.

Students transitioning into the school are very well supported. Parents are welcomed and are well informed of the school’s programmes and expectations.

Students are provided with meaningful leadership opportunities. They support younger students in a range of activities, and organise and lead a variety of school events.

Senior students can confidently acknowledge what is going well in the school and how they would like to contribute further. Their ideas are listened to by the teachers and principal. Senior students like the friendly culture and the choices in the curriculum.

Parents have strong partnerships with teachers to involve them in their children’s learning. They are well informed about student progress and achievement.

Teachers are making good progress using practices that promote student-led learning and use of available spaces. The next step for leaders is to prepare students, teachers, and parents for the changes that have been prioritised in the strategic plan regarding extending collaborative teaching practices and changing learning spaces.

How effectively does the school promote educational success for Māori, as Māori?

The school effectively promotes educational success for Māori as Māori. Māori students generally achieve as well as their peers and better than other Māori students regionally and nationally particularly in mathematics.

Māori students succeed because of the:

strong partnerships between their parents and the school
ways their identity, learning and culture are valued by staff
high expectations for their learning and achievement.

School leaders and teachers are continuing to ensure Māori learners experience educational success as Māori.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

The board, school leaders and teachers know students and families well. They regularly seek parent and student feedback to ensure students' wellbeing and learning needs are met.

School leaders make good use of staff strengths and knowledge to support student needs, interests and strengths.

Leaders have developed a robust teacher appraisal system that is well linked to the school’s strategic direction, improved teacher practice and improving student achievement. The principal and board acknowledge the principal’s appraisal is evidence based and focused on the schools' strategic goals, however it could be further strengthened.

Leaders and teachers have developed a culture of ongoing reflection for improvement to ensure positive outcomes for learners. Regular, well-planned self review effectively supports improvement.

The school is well-managed and led with effective systems and good communication. The board manages governance obligations well.

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.

Conclusion

ERO is likely to carry out the next review in four-to-five years.

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

About the School

Location	Hope, Nelson
Ministry of Education profile number	3214
School type	Contributing (Years 1 to 6)
School roll	143
Gender composition	Boys 55%; Girls 45%
Ethnic composition	Pākehā Māori Asian	86% 11% 3%
Review team on site	August 2015
Date of this report	20 October 2015
Most recent ERO report(s)	Education Review Education Review Education Review	August 2012 July 2009 June 2006