Russell School (Porirua East)

Education institution number:
2983
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
96
Telephone:
Address:

18 Fantame Street, Cannons Creek, Porirua

View on map

Russell School (Porirua East) - 30/10/2017

Summary

Russell School is a contributing school in Cannon’s Creek, Porirua. Most children attending are from three ethnic groups: Māori; Samoan; and Tokelauan.

The school has continued to sustain and build on progress identified in the September 2014 ERO report. Significant involvement of leaders and teachers in professional learning and development (PLD) guides teacher practice and curriculum development. This includes the Developing Mathematical Inquiry Communities (DMIC) intervention and PLD in writing undertaken within the local cluster of schools.

At the time of this review, two members of the senior leadership team were on leave.

The school is part of the Porirua East Community of Learning | Kāhui Ako.

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

The school is well positioned to sustain improvement and continue to promote equitable and excellent outcomes for students.

Since the previous ERO review, there has been a sustained upward trend of improvement in each of the learning areas of reading, writing and mathematics. Well-considered systems and practices enable the school to respond very effectively to all children who are at risk in their learning. Accelerated progress for many students is evident.

Robust, aligned and well-implemented processes build teachers’ capability and the school’s capacity to sustain and improve outcomes. Meaningful and high interest learning contexts and practices champion all children’s languages, cultures and identities. Deliberate actions are in place to allow families to actively contribute to the direction of the school’s curriculum.

Continued development of the curriculum and internal evaluation processes should help to embed and sustain ongoing improvement.

Strategic approaches and actions are improvement focused. Outcomes for students are moving strongly over time towards being equitable and excellent.

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

Equity and excellence

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

Well-considered systems and practices enable the school to respond very effectively to all children who are at risk in their learning. Teachers work collectively to share information and strategies to promote positive outcomes for these children. Accelerated progress for many students is evident.

Since the previous ERO review, there has been a sustained upward trend of improvement in each of the learning areas. 2016 data shows a significant increase in children achieving at and above in relation to the National Standards, especially in mathematics and writing. There are similar, equitable levels of achievement for each of the ethnic groups within the school. Although achievement for boys in writing has improved, the school recognises it does not yet match the high achievement of girls.

The strengths and learning needs of children requiring acceleration are well known. Teachers’ inquiries effectively focus on adapting their teaching to respond to children’s learning needs. Deliberate actions are carefully monitored and evaluated in relation to children’s learning progress, their engagement and other valued outcomes. Teachers’ regular, collaborative review of children’s progress supports improvement. They continue to develop deeper learning partnerships with families of students who require acceleration in their learning.

Provision for children with additional or high learning needs is suitably co-ordinated and monitored. They are well supported to access the curriculum and participate in school life through inclusive practice, targeted interventions and assigned staff.

Good systems for gathering and analysing achievement information of students at risk in their learning helps teachers to reflect on the learning progress and successes for individuals and groups. Teachers and leaders effectively monitor their learning and progress. The school is refining its setting and use of achievement targets to better demonstrate accelerated progress for groups of learners.

There is very good support for teachers to use achievement information effectively. This builds their understanding of student learning and promotes their progress. Teachers are well supported to make dependable judgments about achievement in relation to National Standards. Further moderation with other schools is planned to provide additional rigour to the process.

School conditions supporting equity and excellence

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

The school is effectively promoting equitable and excellent outcomes for children through building teacher capacity and good processes and systems for improvement.

Ongoing curriculum review and development supports teachers to respond effectively to children’s strengths, interests and needs. Relevant, meaningful and high interest learning contexts and practice champion all children’s languages, cultures and identities. Te ao Māori and Pasifika are integral parts of children’s learning experience. Deliberate actions are in place to allow families to actively contribute to the direction of the school’s curriculum.

There is increased positive engagement and learning outcomes for students. Teachers’ sustained involvement in external and internal PLD, critical reflection and inquiry has improved the teaching of mathematics and writing. The DMIC participation and communication framework is providing a useful tool for teachers to develop and transform their practice.

Students are able to work and learn in a way that promotes their collaboration and participation in deeper learning, and see themselves as successful learners. The school continues to build children’s understanding and ownership of their learning.

Robust and well-implemented processes build teachers’ capability and the school’s capacity to sustain and improve outcomes. Appraisal and PLD are appropriately aligned to teachers’ needs and school priorities. Teachers are supported to reflect critically on their practice, consider best practice and build their knowledge.

Leaders and trustees are focused on improvement. They work collaboratively and purposefully to address areas of priority. They focus on serving learners and their families. Trustees bring a range of skills and expertise to represent the school’s community effectively.

Reciprocal relationships with families and community groups contribute to positive outcomes for students. Good communication and support from staff helps families to understand and contribute to their child’s learning. School leaders and trustees actively engage in local forums to promote community aspirations for success.

Learner-focused evaluation is providing the school with good information about successful innovations and initiatives.

Sustainable development for equity and excellence

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

Improved, aligned processes and practices position this school well to sustain improvement and continue to promote equitable and excellent outcomes for students.

Continued development of the curriculum and internal evaluation processes should help to embed and sustain ongoing improvement. Developing a shared understanding and a clear process for internal evaluation should support this.

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 Vulnerable Children Act 2014.

Going forward

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

Strategic approaches and actions are improvement focused. Outcomes for students are moving strongly over time towards being equitable and excellent.

Agreed next steps are:

  • continued development of the curriculum to reflect new understandings about effective practice
  • further development of internal evaluation processes to promote clarity and shared understanding.

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

30 October 2017

About the school

Location

Porirua East

Ministry of Education profile number

2983

School type

Contributing (Years 1 to 6)

School roll

136

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori 35%
Pacific 48%
Asian 8%
Other ethnic groups 9%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

30 October 2017

Most recent ERO report(s)

Education Review September 2014
Education Review April 2012
Education Review February 2010

Russell School (Porirua East) - 09/09/2014

Findings

The school has made progress with areas for development identified by ERO in 2012. Student achievement in reading, writing and mathematics is improving. Parents' contribution is valued. Trustees receive suitable information to support school governance. The school continues to strengthen self review to further improve the progress and achievement of students.

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

1 Background and Context

What is the background and context for this school’s review?

Russell School is located in Cannons Creek, Porirua City. It caters for 125 students in Years 1 to 6. Most students identify as Pacific, and 21% are Māori. Many students are bilingual. The school provides support for English language learners.

The April 2012 ERO report identified concerns about the way the school’s curriculum was promoting student progress and achievement over time. Assessment processes and monitoring of progress required strengthening. Improved self-review practice was needed to support better outcomes and promote effective governance.

The school has worked positively to progress the areas for development identified in the 2012 ERO report.

2 Review and Development

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

Priorities identified for review and development

Improve the use of assessment data to improve and sustain student achievement against the National Standards in reading, writing and mathematics.

Develop, document and review the school curriculum guidelines and expectations.

Progress

Improved use of assessment is strengthening teaching practice, student learning outcomes and self review.

Data collated and reported from 2011 to 2013 shows students are generally making progress over time in the priority areas of literacy and mathematics.

Achievement data reported at the end of 2013 shows that approximately half of the students achieved the National Standards in reading, writing and mathematics. Māori student achievement in writing and mathematics shows some positive gains. Continuing to improve student progress remains an ongoing priority for trustees and teachers.

Senior leaders collate schoolwide data at set times during the year to determine achievement levels and reflect on students' progress. They use this data to decide on student involvement in intervention programmes. They make decisions about professional learning and development (PLD) for teachers. They identify learning priorities for focus in the classrooms.

School achievement targets have been developed for 2014 to focus on those students who are working toward the National Standards. The planning framework is useful and seeks to increase student progress by undertaking a range of actions.

Teachers gather an appropriate range of assessment information to determine the needs of students. Grouping of students with similar learning objectives reflects what analysed data shows. Discussion between the staff is developing their collective understanding of progress and achievement across the school and supports their moderation of assessment data.

Processes have been implemented to improve monitoring of students' progress in the classroom. Teachers have begun to anecdotally record learning objectives achieved by students. Continuing to strengthen how teachers track and improve individual students' progress is a next step.

Processes to purposefully involve students in the learning process have been introduced. Students set goals and receive oral and written feedback from teachers about their progress. Comprehensive monitoring by teachers of the achievement of these goals, suitably supports student involvement in the learning process.

To strengthen the school’s use of assessment information and improve review and evaluation, school leaders and teachers should:

  • review and refine annual achievement targets by aligning the actions and expected outcomes to the actual needs of the targeted group of students
  • strengthen the use of teachers' assessment practices to assist in monitoring student progress
  • fully implement strategies and processes to purposefully involve students in the learning process.
  • The school continues to strengthen its curriculum to promote more positive outcomes for students.

The Russell School curriculum is underpinned by the agreed vision and values. Key skills and attributes have been determined to promote successful student outcomes.

Guiding documentation in reading, writing and mathematics identifies agreed strategies for teachers to use in facilitating student learning.

Useful observational and inquiry processes have been developed to monitor and build teacher practice. Through these processes, senior leaders have developed and improved teachers understanding of effective practice and aspects that require further development.

Students are generally well engaged in classroom programmes. Instructional learning is purposeful and focused on clear objectives. Teachers model learning strategies and introduce relevant concepts. Oral language is a priority. This is well considered. Teachers pose relevant questions for students to express their thinking and clarify their understanding.

As identified in the 2012 ERO report, parents' contribution and involvement in their child’s learning is highly valued. School initiatives to support parent participation should assist in continuing to strengthen the learning partnership.

To strengthen curriculum outcomes school leaders and teachers should:

  • develop a shared understanding of effective practice in mathematics
  • further moderate assessment data in mathematics
  • embed agreed teaching strategies identified as effective practice
  • continue to review and refine curriculum statements in reading, writing and mathematics to reflect agreed best practice and the school's context for learning
  • improve the timeliness and responsiveness of teachers' review of classroom planning.

3 Sustainable performance and self review

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

Priorities identified for review and development
  • Implement effective appraisal of the principal and teachers.
  • Improve the reporting of relevant and timely information to trustees.
  • Develop robust systems and review processes to promote effective school governance.
Progress

There is improved school self-review capability, that is strengthening sustainable practice.

Leaders demonstrate a commitment to ongoing improvement. They have developed a collaborative and cohesive leadership team to guide improvement toward the school's strategic and annual priorities. Reporting formats and processes to support self review are better aligned, to improve student achievement and to understand the impact of school decision-making.

Performance management processes have been significantly improved. Classroom observations by senior leaders are more purposeful and well documented. Discussions between teachers and senior leaders are clearly aligned to teachers' development and use evidence of student progress. Strengthening feedback to teachers should further support improved practice.

Changes have occurred to board personnel since the previous ERO report. Trustees have participated in training to develop their knowledge of governance practice. The school governance manual provides useful guidance to trustees in their role. Cultural diversity on the board reflects the school's context and supports purposeful engagement with parents, whānau and aiga.

An assessment schedule shows an appropriate range of assessment tools being used to measure progress and achievement. Trustees are aware of reporting dates during the year and receive useful assessment information. Follow-up discussion contributes to well-considered governance.

Self review is purposeful and promotes ongoing improvement to student achievement. Clear links to the school's strategic and annual goals ensure that review is focused on the priorities of:

  • building partnership with parents
  • development of the curriculum to promote increased student progress and achievement.

Useful planning formats suitably guide and inform review at governance, management and classroom levels.

Teachers' inquiry into their practice follows a purposeful model. This aligns to school's learning priorities in reading, writing and mathematics. Completed inquiry by some teachers shows useful outcomes directly related to teaching and learning strategies used in the classroom.

To further promote improved student outcomes and support sustainable practice school leaders and teachers should:

  • support teachers to inquire well into the effectiveness of their practice
  • improve review and evaluation practice by making action plans more specific and measurable.

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

The school has made progress with areas for development identified by ERO in 2012. Student achievement in reading, writing and mathematics is improving. Parents' contribution is valued. Trustees receive suitable information to support school governance. The school continues to strengthen self review to further improve the progress and achievement of students.

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

Joyce Gebbie

National Manager Review Services Central Region

9 September 2014

About the School

Location

Porirua East

Ministry of Education profile number

2983

School type

Contributing (Years 1 to 6)

School roll

125

Gender composition

Male 55%, Female 45%

Ethnic composition

Māori

Samoan

Tokelauan

Cook Island Māori

NZ European/Pākehā

Other ethnic groups

17%

33%

19%

7%

8%

16%

Review team on site

July 2014

Date of this report

9 September 2014

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

April 2012

February 2010

July 2006