Stanley Avenue School - 28/06/2016

1 Context

Stanley Avenue School is located in the Waikato town of Te Aroha and caters for students in Years 1 to 8. The school was last reviewed by ERO in 2011. Since then there have been significant changes in school governance, leadership and teaching staff. Roll increases have led to the introduction of two more classrooms.

A large recreation centre, new playgrounds, and other building upgrades have improved facilities for teachers and students. All members of the leadership team were appointed to their current positions in 2015. The school is very well supported by its community.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to educate lifelong learners. The school's recently revised values are Whaia kia u - strive to succeed, Hau Ora - wellbeing, Kaiwhiriwhiri - inquirer, Manākitanga - team player. The school has clear goals and targets for raising the achievement of Māori and all children who are yet to achieve National Standards. Strategic goals promote the unique position of Māori culture, acknowledge New Zealand as a bicultural nation and recognise the importance of all cultures in the school.

The school’s achievement information indicates that in 2015, some targeted Māori children and other students made accelerated progress in reading, writing and mathematics. However, end-of-year data showed that 27 out of 81 Māori students were yet to achieve National Standards in reading, and nearly half were yet to achieve National Standards in writing and mathematics. Sixty-four out of 147 boys in the school were below National Standards in writing. School-wide information also demonstrates the need to accelerate progress in mathematics for a significant numbers of students throughout the school.

Since the previous ERO evaluation, the school has responded to identified teaching and learning needs by providing professional development in literacy and mathematics. The school continues to increase its capacity to support digital learning, which can now be shared with parents. There has been a school-wide focus on improving strategies to influence positive behaviour. School leaders have worked with a local consultant to develop a Māori Conceptual Framework, which is in the early stages of implementation. They have also begun to review and develop school-wide curriculum expectations. School leaders have recently clarified and implemented school-wide expectations for identifying, targeting and monitoring students who are yet to achieve National Standards.

3 Accelerating achievement

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

Senior leaders and teachers use achievement information effectively to identify Māori children whose learning and achievement needs acceleration. School-wide expectations for improving and monitoring the progress and achievement of Māori students have been strengthened. Recent initiatives to increase learner engagement include providing targeted digital programmes that support learning. Improving progress for targeted learners is also included in appraisal goals for leaders and teachers.

Trustees strongly support achievement targets, regularly scrutinise school-wide achievement information and allocate resources to address learning needs. The school is beginning to implement more effective systems and processes to accelerate the progress of Māori learners who are yet to achieve National Standards.

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

Senior leaders and teachers effectively identify other children whose learning and achievement needs acceleration. As for Māori children the same successful responses and processes are adopted. School-wide expectations have been strengthened, targeted digital programmes increase learner engagement, and improving progress for targeted learners is also included in appraisal goals for leaders and teachers.

Trustees strongly support achievement targets, regularly scrutinise school-wide achievement information and allocate resources to address learning needs. The school is beginning to implement more effective systems and processes to accelerate the progress of all learners who are yet to achieve National Standards.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

Senior leaders and the board use their complementary skills and expertise to collaboratively develop and implement processes that effectively reflect the school's vision and targets for equity and excellence. These processes include:

  • significantly increasing a school-wide focus on accelerating achievement for children who are not yet achieving National Standards
  • ensuring the continuity of constructive and supportive school-wide relationships within a positive school culture
  • maintaining high expectations for learning and behaviour
  • providing a wide range of curriculum experiences and resources to engage children's interest, challenge their thinking and develop their confidence as capable learners. Extra learning opportunities are offered in technology, sports, music and the arts
  • increasing parent engagement as partners in their children's learning
  • using nationally referenced assessments and moderation processes to make regular judgements through the year about children's progress in relation to National Standards
  • engaging in professional development focused on improving teaching practices to address deficits in school-wide achievement information
  • developing networks with other local schools and early childhood education services that support smooth transitions to and from primary school.

The school's vision for acknowledging Māori as tangata whenua within a bicultural nation is reflected in the Māori Conceptual Framework, which gives direction for school protocols and learning about the Māori language, history and culture within the local community context. Regular whānau hui provide opportunities for Māori families to understand how they can be partners in their children's learning. Throughout the school there are many opportunities for tuakana-teina relationships to develop and excel. Older children confidently undertake leadership roles.

These positive factors provide a sound basis for realising the school's targets for the accelerated progress and achievement of Māori and all students who are yet to reach National Standards.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • need approaches that effectively meet the needs of each child
  • need to ensure the school is well placed to accelerate the achievement of all children who need it.

Leaders and teachers have reflected on past practices and implemented new and more specific systems and processes to meet the learning needs of each child. They are committed to achieving and sustaining equitable outcomes for all students. The board and senior leadership team have identified strategic goals to establish a momentum of improvement in accelerating progress and achievement for children who are yet to achieve National Standards. ERO agrees with these goals, which are to:

  • further develop and document the school's local response to The New Zealand Curriculum, including teachers' shared understandings and expectations for best practice in literacy and mathematics teaching
  • strengthen children's self assessment and determination of next learning steps in relation to progressions of learning that align with appropriate curriculum levels and National Standards
  • further align teaching as inquiry and teachers' accountability for the accelerated progress of targeted children with the school's appraisal process.

ERO has also identified the need to:

  • make National Standards indicators and exemplars more explicit so that children know what they need to learn in order to achieve them
  • develop a framework and processes for strategic internal evaluation
  • ensure school planning and review considers Ka Hikitia - Accelerating Success for Māori Students and Tātaiako - Cultural Competencies for Teachers of Māori Learners.

Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to address the findings of this evaluation and develop more targeted planning that includes a significant focus on building teacher capability to accelerate learning and achievement.

As part of this review ERO will continue to monitor the school’s planning and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

ERO recommends that the Ministry of Education consider providing support for the board in order to bring about the following improvements:

developing and documenting school-wide expectations for Stanley Avenue School's response to The New Zealand Curriculum. 

Lynda Pura-Watson

Deputy Chief Review Officer

28 June 2016

About the school

Location

Te Aroha

Ministry of Education profile number

1967

School type

Full Primary (Years 1 to 8)

School roll

280

Gender composition

Boys 56% Girls 44%

Ethnic composition

Pākehā

Māori

Asian

Other European

Pacific

Indian

Other

56%

28%

5%

4%

3%

2%

2%

Review team on site

March 2016

Date of this report

28 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2011

December 2008

January 2006