Weston School

Summary

Weston School has a roll of 230 children, 36 of whom identify as Māori.

Since the 2013 ERO review, the school has:

• introduced a range of well-planned initiatives to lift the achievement of any children working below the National Standards
• extended its focus on the vision of developing ‘skilful thinkers’ and ‘life-long learners’.

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

This school responds well to Māori and other children whose learning and achievement need acceleration. There are a number of processes and practices that are effective in supporting children to have equitable opportunities to be successful in their learning. The school has effective internal evaluation processes to identify areas that need to be strengthened.

Key strengths of the school include:

• the commitment of the school’s leaders to ongoing improvement using current education research

• a shared responsibility for children who need extra help to succeed.

At the time of this reviewchildren were achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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

Equity and excellence

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

This school responds well to Māori and other children whose learning and achievement need acceleration.

School information for the past three years shows that most children have achieved at or above the National Standards in writing, mathematics and reading. However, there is disparity between the levels of achievement for some groups of children. The school is yet to lift Māori children’s achievement to that of their peers in writing and mathematics.

School progress information shows that over a two-year period many children, including Māori children, whose achievement was at risk made accelerated progress in their learning.

The school has strong moderation and assessment practices. Teachers are well supported to ensure the reliability of their judgements in relation to children’s progress and achievement.

School conditions supporting equity and excellence

There are a number of processes and practices that are effective in supporting children to have equitable opportunities to be successful in their learning.

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

Children benefit from a very responsive curriculum. Key strengths are its local content, strong science focus, and flexibility. The ‘skilful thinker’ focus has helped children better understand their progress, achievement and next learning steps.

Teachers and leaders know the children very well as individuals and as learners. They take collective responsibility for their wellbeing and learning. There is a culture of high expectations of both children and staff.

Teachers, school leaders and trustees make very good use of assessment information when making decisions. Priority learners are carefully tracked and monitored, and quickly responded to.

Children with high needs benefit from well-planned and high quality support. There is also a strong focus on children’s wellbeing, so that they are able and ready to learn.

Senior leaders provide strong professional leadership. They model a commitment to ongoing learning. Leaders’ and teachers’ inquiries are relevant to improving children’s learning and engagement. Staff benefit from high quality professional learning and development.

Trustees are very well informed about student progress and achievement. They are strongly committed to improving teaching and learning for all learners.

Sustainable development for equity and excellence

The school has effective internal evaluation processes that identify areas that need to be strengthened.

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

The school needs to:

• achieve equity in achievement for Māori children, especially in writing and mathematics
• evaluate the impact of decisions made as a result of internal evaluation.

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.

Going forward

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

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps for Weston School are to:

• lift the achievement of Māori children, especially in writing and mathematics

• better evaluate the impact of decisions made as a result of internal evaluation.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

30 June 2017

About the school 

1 Context

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

Weston School is a Year 1 to 8 semi-rural school in North Otago. It has an inclusive, supportive and respectful culture. Students describe their school as safe and feel that teachers listen and care about them.

The principal and teachers work closely with parents and keep them well informed about their children’s learning. Parents often help with sports, events beyond the school and in other ways. The school is well supported by its wider community.

The school has a strong focus on physical activity, the arts, and education outside the classroom (EOTC). The board has approved building plans to create a 21st century learning environment. This includes flexible learning spaces and furniture to suit the preferences of different students.

2 Learning

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

Overall, the school makes effective use of achievement information.

Findings

Most students can talk about how well they are achieving. Older students can talk about how well they achieve against the National Standards. Most students know about their next learning steps and/or goals.

Teachers know their students well and use a good range of assessment information to guide and reflect on their teaching. They share and discuss assessment information to identify teaching gaps for groups and individual students that need extra support. Parents are well informed about their children’s achievement and how they can support them at home.

Senior leaders gather and share useful information about school-wide achievement against the National Standards. This information shows that in 2012, over 80% of the students achieved at or above the National Standards in reading, mathematics and writing.

The board is very well informed about student achievement and regularly requests assurance and evidence that any student below the National Standards is well supported. With senior leaders, they have set useful targets to lift the achievement of some groups of students.

Area for review and development

The next steps for senior leaders are to:

• strengthen the systems for monitoring the progress of all students, especially those not making sufficient progress
• use assessment information to report to the board on the impact of any learning support programme.

3 Curriculum

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

The school is in the process of adapting its curriculum to better meet the needs of its students as 21st century learners. It is too early to comment on the impact of these changes. However, the previous curriculum was broad and teaching programmes have resulted in pleasing levels of achievement.

Findings

The school is redesigning its curriculum to have a greater focus on building skilful thinkers. There is evidence of increased student voice and choice about what and how they learn.

Students enjoy a broad curriculum. In particular, teachers make good use of the local environment and people to enrich learning.

Students who are not achieving at the expected level are identified and well supported. New school guidelines clearly state how teachers should support and monitor these priority learners. Students who have medium or high needs are valued members of their classrooms and full participants in the life of the school.

Students benefit from good to high-quality teaching. Classrooms are well managed and students spoke positively about their learning. At the senior level, many use their own ICT tools at school. ERO observed students working well individually and with their peers.

The school has strong pastoral systems. Teachers and leaders care about their students and families. Teachers go out of their way to keep in touch with parents and involve them in their children’s learning.

Areas for review and development

Senior leaders have identified that their next step is to review the school’s curriculum guidelines so that these better describe how all the different aspects of teaching and learning will develop skilful thinkers.

ERO noted some variability in teaching practices. The school needs to extend self review to evaluate how well guidelines for teaching and learning are implemented. This should include evaluating the impact of the curriculum in developing students as skilful thinkers and 21st century learners. Reviews of different curriculum areas need to have more depth and rigour.

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

The school is very focused on supporting its Māori students to succeed in their learning and to be proud of their cultural heritage.

Findings

The school has continued to meet regularly and build positive relationships with its Māori parents. School leaders are responsive to parents’ wishes. The board and teachers are very committed to making a difference for Māori students. This includes working hard to ensure these students succeed academically and enjoy school. They value the students’ identity, backgrounds and strengths.

Teachers and trustees have had ongoing training about ways to better support Māori students and value the place of Māori culture. They want to maintain this focus.

4 Sustainable Performance

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

The school is well placed to continue to improve its performance.

Findings

Trustees have a thorough knowledge of their governance roles. They are focused on raising student achievement, asking insightful questions and frequently requesting school leaders to find evidence that teachers are making a difference for all children. They understand the importance of evidence-based decisions. They regularly review the effectiveness of their governance practices.

The senior leaders are innovative and reflective. They are leading the adaption of the school’s curriculum to better meet the needs of their students. Teachers and senior leaders feel very well supported by the board and are encouraged to develop and use their strengths. Teachers appreciate the way adults work together in the school.

The school has developed useful guidelines for self review.

Area for review and development

As noted earlier in this report, self review of teaching and learning needs strengthening. ERO also agrees with senior leaders that they need to improve the quality of their appraisal process.

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.

When is ERO likely to review the school again?

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

Graham Randell National Manager Review Services Southern Region

15 July 2013

About the School