Dairy Flat School

Education institution number:
1258
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
286
Telephone:
Address:

1220 Dairy Flat Highway, Dairy Flat, Auckland

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Dairy Flat School - 12/12/2018

School Context

Dairy Flat School is a semi-rural school north of Auckland that caters for learners in Years 1 to 6. The school roll of approximately 280 students includes six percent Māori. Chinese and African children make up a fifth of the roll and there are also small groups from other ethnic backgrounds.

The school’s vision ‘Striving for excellence while caring for others’ is practised by students, staff and the community. Values of being ‘respectful, responsible, resilient, considerate, honest and fair’ support the vision and the holistic growth and wellbeing of students and staff.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • progress, achievement and accelerated learning in reading, writing and mathematics

  • the engagement, participation and achievement of Māori and Pacific students

  • support for students with additional needs and special abilities

  • impact of schoolwide professional development on accelerating student learning

  • impact of the school’s wider curriculum focus on Science, Technology, English, Arts, Mathematics (STEAM), and the wide range of school-based activities, including the Agricultural day.

Since the 2015 ERO evaluation the school has increased its roll and opened a modern learning environment. Staff have participated in whole-school professional learning in Accelerating Learning in Literacy (ALL), and Mathematics (ALiM). The school is introducing Positive Behaviour for Learning (PB4L). Play-based learning is being developed in the younger classrooms, and across the school.

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

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 promoting equitable and excellent outcomes for students. School achievement information from the past three years shows that most students achieve at or above curriculum expectations in reading, writing and mathematics.

Good work has been done to address any disparity in student achievement. The school is successfully reducing disparity between boys’ and girls’ achievement in reading and mathematics.

Students demonstrate other valued outcomes that are integrated into curriculum planning. They apply their learning through purposeful experiences, including:

  • many opportunities for leadership and tuakana/teina relationships

  • collaborative problem solving

  • opportunities to build resilience and positive self-worth

  • a wide range of sporting and creative arts opportunities

  • sharing skills in digital technologies

  • practical life activities, including those relevant to the school’s rural context, and the revival of play-based learning.

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

The school is accelerating learning for Māori and other students who need this. Student achievement information shows good examples of accelerated progress over time in reading, writing and mathematics.

Leaders provide effective support for teachers to engage students in their learning and accelerate their progress. Teachers and students use clear progressions, benchmarks and expectations to measure students’ learning. Students co-construct their goals and next learning steps with their teachers. They are carefully monitored and supported to achieve at expected levels.

Leaders and teachers personalise programmes to support students’ individual learning needs. They work collaboratively with a strong focus on the whole child and their learning and wellbeing. Students needing additional assistance are well supported through effective intervention programmes. Additional support includes a focus on improving students’ oral language to ensure a good foundation for literacy learning.

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?

Senior leaders promote an inclusive school culture that supports student and staff wellbeing. Students feel a strong sense of belonging and appreciate their teachers. They demonstrate caring attitudes with each other. Leaders and teachers know their students and whānau, and are advocates for students. They promote collective responsibility for students, including strong partnerships and trusting relationships with parents.

Leadership strongly promotes equity and excellence for students. Staff are empowered to develop their expertise and leadership skills. Leaders and teachers continue to extend their curriculum content knowledge and skills, and the pedagogy of accelerating learning in literacy and mathematics. Leaders foster collaboration among teachers and between children to promote learning. Student leadership is valued and promoted.

Student engagement is high. Students have access to the breadth and depth of the New Zealand Curriculum in a rural environment. Leaders and teachers relevantly plan and evaluate the school’s curriculum. They demonstrate a strong commitment to:

  • a school curriculum that supports effective teaching and learning practices, and personalises students’ learning

  • a localised curriculum that reflects the rural environment and children’s home life

  • developing te ao Māori in the school, including pōwhiri, kapa haka and aspects of te reo and tikanga Māori

  • purposeful learning programmes with strong links to real life contexts

  • providing students with input into the design of their learning programmes

  • building learning from students’ interests and strengths to ignite their curiosity

  • making good use of digital technologies to stimulate further learning.

Leaders use strategic and coherent approaches to build teacher capability. Leaders and teachers demonstrate professionalism and high expectations, and value continuous improvement. Teachers inquire collaboratively into the impact of their teaching practices. They are encouraged to trial new and innovative approaches to build professional capacity. Well-considered and relevant professional learning supports school goals and individual initiatives.

Leaders and teachers make considered decisions and implement improvements through planned change processes. Students benefit from teachers’ purposeful, co-constructed learning intentions and genuine focus on improving outcomes for students.

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

Leaders have identified internal evaluation as an area for continued development. This will include systematic internal evaluation to inform decision making, and an increased focus on reflective evaluation in teachers’ professional inquiries.

Leaders and teachers have established relevant practices and pedagogy to accelerate student achievement. Leaders now plan to embed these developments across the school, including:

  • continuing to develop effective practices from ALL and ALiM

  • making student agency at the forefront of learning

  • increasing the data literacy capability of staff and the board

  • maintaining strong links with community and whānau, and seeking further ways to consult with families.

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 Vulnerable Children Act 2014.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review there was one international student attending the school.

International students benefit from the school’s welcoming and inclusive environment. High standards of pastoral care support their wellbeing. International students are integrated well into the school’s learning programmes, and in all aspects of school and community life.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • an inclusive school culture that values collaboration, respect and innovation

  • effective leadership that supports teachers and promotes students’ learning

  • a relevant and responsive curriculum that purposefully engages students

  • the strategic and coherent approach to building teacher capability, including the content knowledge, skills and the pedagogy of acceleration.

Next steps

For sustained improvement and future learner success leaders have set relevant priorities for further development in continuing to:

  • strengthen internal evaluation and professional inquiry

  • build consistency of practices across the school to sustain initiatives

  • strengthen home-school partnerships.

ERO’s next external evaluation process and timing

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

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

6 December 2018

About the school

Location

Auckland

Ministry of Education profile number

1258

School type

Contributing (Year 1 – 6)

School roll

278

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 6%
Pākehā 46%
African 11%
Chinese 8%
other European 20%
other Asian 5%
other ethnic groups 4%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

October 2018

Date of this report

6 December 2018

Most recent ERO report(s)

Education Review November 2015
Education Review November 2012
Education Review September 2009

Dairy Flat School - 05/11/2015

1 Context

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

Dairy Flat School is a semi-rural school north of Auckland. It provides education for students from Years 1 to 8. The school population is becoming increasingly diverse. Approximately 30 percent of students come from a variety of different cultural backgrounds. Māori students make up 10 percent of the roll. The school’s roll continues to grow. In response, the community is planning to build new learning spaces using a modern learning environment (MLE) design.

The principal describes the school as “passionately country”. The students’ rural experiences and the school’s environment are valued by parents, students and the community. Leaders regard these rural aspects as special to their school and plan the curriculum around these features. The school’s vision ‘Striving for excellence while caring for others’ affirms the importance of high expectations for students and the valuing of people.

The school’s 2012 ERO report noted that teachers know families and students well and that positive, caring relationships supported student learning. These continue to be strengths of the school. Since 2012 the long serving leadership team has strengthened its assessment and documentation practices.

2 Learning

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

Dairy Flat School uses student achievement information effectively to inform decision making at all levels of the school. The board of trustees is very aware of student achievement levels and uses this information to make appropriate resourcing decisions. Significant numbers of students achieve well above National Standards for reading, writing and mathematics. Māori and Pacific students achieve at similar levels to non-Māori students at the school.

Teachers use student achievement information well to plan and monitor their programmes. They work collaboratively to analyse student achievement information in reading, writing and mathematics. They also group students according to areas of need and use targeted strategies to raise student achievement and plan interventions to support all learners.

School leaders and teachers are moving their focus towards enabling students to know more about, and take ownership of, their learning. Part of this approach involves students using digital devices as practical learning tools. Their use of digital tools is:

  • enabling students to personalise their own learning
  • increasing students’ engagement
  • further promoting students’ independence with their learning
  • supporting collaborative learning approaches.

Students are purposefully engaged in their independent learning activities. These activities, planned by teachers, use a range of learning styles that are appropriately levelled to challenge individuals. Classroom displays include many prompts for learning where students can readily find strategies and resources to help them learn.

Students with special learning needs are promptly identified by teachers. Accelerating the progress of learners who need additional support is a priority. Teaching teams collaboratively inquire into their practice to find and implement strategies and programmes to improve students’ achievement.

The school’s intention is to promote student-led learning in preparation for working in new MLE classrooms. Students are beginning to lead their own learning and talk about their progress in conferences with parents and teachers. Students find it motivating to choose their learning activities and decide how to present their new learning.

School leaders have identified that their next steps are to:

  • continue exploring ways to give students more input into the design of their learning programmes
  • progressively give all students more choices in the daily programme
  • support students in identifying their own next steps in learning.

3 Curriculum

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

The curriculum reflects the school’s vision and values well and is responsive to student needs. It encompasses the learning areas, principles and key competencies of The New Zealand Curriculum (NZC). School leaders are developing bicultural and Pacific perspectives in the curriculum.

Students can talk about the school values and behaviours for learning - ‘Respectful, responsible and resilient, considerate, honest and fair’. These values are explicitly taught and are emphasised and reflected in school policies and procedures.

Leaders and teachers maintain a strong emphasis on positive and reciprocal learning relationships. Students feel valued and supported by teachers in this inclusive setting. Students know what they are learning and why.

The school provides a broad curriculum with an emphasis on literacy and mathematics. Teachers plan collaboratively, supporting each other to meet the needs of their students. They are increasingly using students’ interests to engage, motivate and sustain learning. Students benefit from an unhurried curriculum which allows them to delve into areas of interest.

Partnerships between the school and home are supported by digital learning technologies. Parents are increasingly able to be involved with their children’s learning. Students are motivated to continue their learning inquiries at home. E-learning development is supporting modern learning practices and communication links with home.

Students are provided with many sporting, cultural and arts opportunities. Parents coach various sports teams. They involve themselves in activities in the classrooms that further enhance children’s enjoyment and skill levels.

Parents feel welcome in classrooms and the school. School leaders and teachers build positive connections and learning partnerships with parents. They plan school events that have both educational and social aspects for families. Parents enjoy these events.

School leaders agree that the next steps in curriculum development are to:

  • continue to review, explore and design a school curriculum and teaching approaches that support MLE and personalised learning
  • strategically develop structures and approaches to strengthen te reo me ōna tikanga Māori across the school.

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

The school has taken steps to promote educational success for Māori, as Māori. School leaders and teachers know their students and whānau well. The school’s strategic plan includes consultation meetings with the school’s Māori community.

Some school practices enhance the language, culture and identity of Māori students. The school kapa haka is well established and supported by an external tutor and a senior teacher. The school environment shows some evidence of te reo Māori and teachers’ planning reflects and celebrates New Zealand’s bicultural heritage.

School leaders agree that a next step is to embed te reo me ōna tikanga Māori at the classroom level and include te ao Māori in school practices. Strategic planning and seeking external expertise should help to enhance educational success for Māori students, as Māori.

4 Sustainable Performance

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

The school has good systems and strategies in place to sustain and build its capacity as it enters its next phase of development. An important part of this is the principal’s focus on building leadership capability across the school.

School leaders have established a very good teacher appraisal process. It is focused on helping teachers to improve outcomes for students. There is good alignment and cohesion between the school’s charter goals and teacher professional development. Teaching teams collaborate in professional practice with a focus on improving outcomes for students. School leaders create an environment for teachers to trial new ideas and support each other.

The principal is considered and reflective in her approach to change management. Good collaboration and communication are features at all levels of the school. The principal is strategic in promoting collaboration to support the school’s MLE plans. Appropriate external support and advice is sought to help teachers develop modern learning practices.

The board provides effective strategic, future-focused leadership and stewardship of the school. They make decisions based on evidence, their values, and the rural context of the school.

School trustees are well informed and work collaboratively. The school’s strategic planning is student focused. There is clear alignment between strategic and annual planning, performance management documentation and the principal’s regular reporting.

The school’s self-review processes ensure ongoing responsiveness to parents and a focus on continued improvement. The board promotes meaningful consultation and open communication with the school community. This helps trustees to shape decisions about the direction of the school.

Plans have been made to consult in more depth with Māori whānau. This review concludes that there needs to be a more strategic approach to ensure that Māori students have optimum opportunities to succeed as Māori.

School leaders agree that the next steps to sustain and improve school performance include:

  • extending and strengthening self-review processes through more evaluative reporting
  • consulting regularly with the Māori community.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were no international students attending the school.

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

Dairy Flat School provides children with a broad curriculum with an authentic rural flavour. The school’s values underpin teaching and successfully help to create a calm, unhurried environment for learning. Students achieve well. The curriculum is becoming increasingly student- centred and appropriate for the future needs of learners.

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

About the School

Location

Dairy Flat, Auckland

Ministry of Education profile number

1258

School type

Full Primary (Years 1 to 8)

School roll

264

Number of international students

0

Gender composition

Girls       51%   
Boys      49%

Ethnic composition

Maori
Pākehā
Other European
Middle Eastern/African
Asian
Samoan

10%
59%
17%
  7%
  6%
  1%

Review team on site

August 2015

Date of this report

5 November 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

November 2012
September 2009
July 2006