Prospect School

1 Context

Prospect School in Glen Eden provides a responsive curriculum for children in Years 1 to 6. ERO's 2011 review identified positive outcomes for learners resulting from the strong commitment of staff to community engagement and to ongoing professional learning and development. These good features have been sustained and learning partnerships with whānau have been strengthened in a recent school development focus. Since 2011 the percentage of Māori students on the school roll has increased from 20 percent to 30 percent.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are stated in the school's charter as "creating a positive future through inspirational learning". School values include Kindness-manaaki, Responsibility-whakaaro nui, and Respect-mana whakaute. These values are the cornerstone of the school's relationship and behaviour philosophy, ā mātou tikanga.

The school’s achievement information shows that student achievement overall has improved over the past three years, particularly for Pacific students. The school's data shows that most students make good progress in their learning, particularly those who complete their six years of primary education at the school.

Achievement of Māori students since 2013 in relation to the National Standards has not improved as much as that of Pacific students. Trends in National Standards achievement information for Māori students over the past three years shows positive gains in writing, and smaller shifts in reading and mathematics. While teachers are pleased that the professional development writing focus in 2015 has benefitted Māori learners in particular, they recognise that the 2015 gains need to be sustained and skills transferred to other areas of the curriculum.

Pacific students' National Standards achievement shows positive trends overall since 2013, especially in reading and writing. Pacific parents are engaging very positively in the school's recent Mutukaroa home-school partnership initiative to help parents understand assessment data better.

School leaders' optimism about sustaining these trends is supported by evidence from 2016 mid year data that shows significant lifts in achievement for both Maori and Pacific students in relation to all of the National Standards.

Teachers use achievement data effectively to identify target priority groups of learners in each class. There are priority learners at risk of not achieving who are of Māori, Pacific and Pākehā ethnicity. These priority students are the focus of teachers' inquiry into the effectiveness of their teaching practice. Children's progress is closely tracked and monitored as teachers explore approaches to accelerate their learning. These approaches are integral to the teacher appraisal process.

Since the last ERO evaluation the school has implemented a number of school-wide interventions and strategies to accelerate the achievement of students who are below the National Standards. The school's strategic foci has been on building partnerships with whānau, and raising Maori student achievement. School leaders are monitoring and evaluating the success of initiatives that include:

• revitalising the use of te reo and tikanga Māori in classrooms and in school practice such as pōwhiri and establishing a kaupapa Māori class. The catalyst for this initiative was whanau requests to strengthen Māori student language, culture and identity
• employing a kaiawhina whānau to strengthen learning relationships between teachers and whānau to support Māori learners
• including Māori students who are underachieving in teacher appraisal and inquiry goals, and making more effective use of learning support staff to work with students at risk of not achieving
• consulting whānau hui and parent groups about curriculum design, assessment and reporting practices.

3 Accelerating achievement

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

The school is responding more effectively to Māori children whose learning and achievement need acceleration. New Māori children and whānau are welcomed into the school. Initial contact and engagement has improved since the introduction of Mutukaroa and the kaiawhina whānau initiative.

Teachers and team leaders promptly identify any Māori children who are not making satisfactory progress. Plans are put in place to address the learning needs of each child individually. The progress of each Māori child is monitored through the school's data management system. Planned interventions include in-class learning support, short-term withdrawal strategies, differentiated planning, and school and home partnerships.

The involvement and expertise of Resource Teachers: Learning and Behaviour (RTLB) and the Social Worker in School (SWIS) assists the school to improve the engagement of some individual Māori students.

More recently, Māori achievement has improved overall as a result of the different strategies utilised. The school reports that a 10 week Mathematics group intervention resulted in a 54 percent improvement of one or two stages for targeted Māori students. Similar short-term interventions for reading and writing also showed positive results. Senior leaders are building on these positive gains to inform their plans to sustain gains in Maori student achievement.

The results of different interventions are shared with classroom teachers and embedded in the school-wide professional learning programme. School leaders agree that it would be useful to refine how annual targets are set for raising Māori student achievement. Rather than aspirational percentage overall gains, it could be better to set specific and measurable targets for smaller target groups.

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

The school responds effectively to children from Pacific and other ethnic backgrounds whose learning and achievement need acceleration. Special programmes are designed to support children who are from non-English speaking backgrounds, those with English as an additional language, students with identified learning needs and others with specific abilities and talents.

A variety of resources and programmes are used to meet students' identified learning needs and accelerate their progress and achievement. All interventions are thoroughly evaluated, collated and reported to the board by an experienced special needs coordinator (SENCO).

The trialling of modern learning environments and use of digital technologies in the classroom has had encouraging results for all students, including priority learners. Students are developing confidence and independent learning skills through teachers' consistent visible teaching approaches.

The introduction of tuakana teina strategies supports transition to the school from the adjacent early childhood centre and provides opportunities for student leadership.

School leaders have separately analysed Māori and Pacific student achievement information. It could be a useful next step to examine achievement trends for each of the different Pacific groups.

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?

The school's curriculum and organisational processes and practices are enacting the school's vision, values and goals effectively. The principal is an effective leader of the staff and the board. Trustee confidence has grown as a result of New Zealand School Trustees Association training and the development of efficient governance processes. New board members who represent the school's culturally diverse community are welcomed and thoughtfully inducted. Trustees' work is focused strategically on raising student achievement.

The principal, staff and trustees value the rich culture and language diversity of the parents and whānau of the school community. They provide many opportunities for parent consultation and engagement. Whānau are consulted about the board's Treaty of Waitangi commitments, and lead and guide school practices. Parent and whānau aspirations were enacted through the establishment of potu mo tama (boys' class) and the kaupapa Māori class in 2015. The next step is for school leaders to evaluate how effective these class groupings are in supporting students to achieve.

There is effective alignment between the school's strategic direction, annual goals and action plans. School trustees and senior leaders work collaboratively to identify student learning needs and resource the curriculum. Senior teachers have a consultative curriculum review process that includes parent and whānau input.

Consistent teaching and learning approaches across the school helps students to understand their own learning and progress. The visual use of school developed progressions from year to year allows students to self-manage learning, particularly in literacy and mathematics. The willingness of teachers to share best practice and explore initiatives that could support them to accelerate student achievement is contributing to systematic school improvement and self review. Teacher appraisal is aligned to school goals and targets. School leaders should now ensure that the Practising Teacher Criteria used for teacher appraisal are made explicit in documentation of policy and procedures.

High levels of trust between school leaders and staff benefit all learners. Learning support staff are valued and well managed. Like teachers, they inquire into the effectiveness of their practice in supporting identified priority learners. Targeted small group interventions, both withdrawn and in-class are well considered, evaluated and reported to senior leaders. The emphasis on success for all includes resources to support children with special abilities and those with special needs.

In the five years since ERO's last review, school leaders have embedded the Positive Behaviour 4 Learning approach. Students and teachers have benefitted from the school- wide approach that clearly outlines expected behaviours and values. These good practices have positively re-engaged priority learners.

The school's 3 step capability building process has been well used since 2013 to evaluate the strengths and next steps in achieving the school's vision. School leaders encourage and model internal evaluation and continually seek ways to improve outcomes for students. Reciprocal learning is a strength of the leadership team, and part of their clear commitment to extend their learning in order to serve the school community.

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
• respond effectively to the strengths, needs and interests of each child
• regularly evaluate how well teaching is working for these children
• act on what they know works well for each child
• build teacher capability effectively to achieve equitable outcomes for all children
• are well placed to achieve and sustain equitable and excellent outcomes for all children.

ERO and the senior leaders agree that further steps in consolidating the school wide emphasis on building capacity should focus on:

• continuing to use internal evaluation to identify strategies that are effective in accelerating the progress of students at risk of not achieving
• selecting more refined achievement targets for cohorts and smaller groups of priority learners
• deepening teachers' scrutiny of the effectiveness of classroom interventions designed to accelerate the progress of priority learners.

ERO is likely to carry out the next 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's recommendation is to sustain the school's comprehensive and relevant critique of what they are doing to build capacity. The capability of students to be confident self-managing learners will be advanced through the close alignment of school targets designed to accelerate the progress of students at risk of underachieving and ongoing internal evaluation. 

Graham Randell

Deputy Chief Review Officer Northern

7 September 2016

About the school

Location	Glen Eden, Auckland
Ministry of Education profile number	1447
School type	Contributing (Years 1 to 6)
School roll	349
Gender composition	Boys 50% Girls 50%
Ethnic composition	Māori Pākeha Samoan Cook Island Māori Tongan Asian Indian African other Pacific other	29% 9% 26% 6% 6% 4% 2% 2% 12% 4%
Review team on site	May 2016
Date of this report	7 September 2016
Most recent ERO report(s)	Education Review Education Review Education Review	December 2011 September 2008 June 2005

1 Context

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

Prospect School is a multicultural Year 1 to 6 primary school in Glen Eden, Auckland. The school has a history of positive ERO reports. The principal is a reflective, professional leader who works with a cohesive leadership team. The newly elected board of trustees works with the principal to ensure that parents and whānau are an integral part of the school’s decision-making processes.

Well designed systems and practices contribute to a positive tone in the school. Effective pastoral care and an inclusive learning environment support students to progress and achieve. Relationships between teachers and students are positive. The respect that students show for each other encourages supportive behaviours that help to promote learning.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are confident and capable learners. They are well engaged in, and are able to talk knowledgeably about, their learning and their next steps. They co-operate well with teachers and their peers in settled, purposeful classrooms.

Teachers are working well with the National Standards. The school’s achievement information indicates that while the majority of students in Years 1 to 3 meet the National Standards in reading, writing and numeracy, the majority of Year 4 to 6 students are yet to achieve National Standards in reading and writing. Most students in Years 4 to 6 have made significant progress and are achieving well in numeracy. The achievement levels of Māori and Pacific students are similar to those of other students in the school.

Teachers’ analysis of achievement data is well used in programme planning. Analysed data are also used to set targets to raise student achievement. Senior leaders and teachers monitor the progress of students who are yet to achieve National Standards. Students with special needs are well supported and their progress is monitored.

ERO recommends that senior leaders set achievement targets that focus on accelerating the progress of students who are underachieving. Teachers and school leaders see this focus as a collective responsibility and have a sense of urgency about raising student achievement.

How well does the school promote Māori student success and success as Māori?

Māori students comprise twenty percent of the school roll. Māori students are achieving and progressing at similar rates to those of their peers. Senior leaders report to the board on the achievement and progress of Māori students.

Māori students have opportunities for leadership and for participation in the school’s kapa haka group. These opportunities enable the students to experience pride and success as Māori. School leaders have developed good relationships with Māori whānau. Māori students and their whānau have multiple forums for consultation and contribute a Māori perspective to school decision making. Their voice is valued and respected by leaders.

Some teachers use te reo Māori in the classroom. ERO supports school leaders’ plan to strengthen the teaching of te reo me ngā tikanga Māori throughout the school.

3 Curriculum

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

The school’s broad curriculum is based on strong values that promote and support student learning. A clear rationale for teaching and learning has been developed and the school’s curriculum aligns well with the principles, values and key competencies of The New Zealand Curriculum.

Senior leaders’ reflective approach enables students, staff, parents and whānau to contribute to curriculum design and review. The effectiveness of the curriculum in promoting student learning is evaluated to help ensure that teaching strategies are appropriate and meet student needs.

Senior leaders have high expectations for teaching and learning. Teachers are keen practitioners and have engaged in ongoing professional learning that is focused on improving outcomes for students. They are actively involved in the design and delivery of the curriculum. Classroom programmes are based on students’ strengths, interests and needs. Students are provided with feedback about how well they are learning and what they can do to make faster progress.

ERO supports the school’s goal of continuing to improve teacher practice and reflection to further promote and support student learning.

4 Sustainable Performance

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

Prospect School is well placed to sustain and further develop the quality of teaching and learning and to promote positive outcomes for all students.

Features that support this school to sustain and improve its performance include:

• culturally responsive professional leadership, focused on continuous improvement
• a cohesive leadership team that actively promotes the school’s vision and strategic goals
• committed trustees who reflect the diversity of their community
• inclusive community relationships
• ongoing robust consultation that informs school direction and curriculum review
• coherent school systems that support the strategic direction of the school
• self review focused on improving teaching practice.

Well informed governance ensures the provision of effective student learning programmes. School leaders are committed to building teacher capability and leadership. Reflective practices at every level of the school help to ensure that decision making is focused on improving outcomes for all students.

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
• 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 four-to-five years.

Richard Thornton

National Manager Review Services Northern Region

19 December 2011

About the School

Location	Glen Eden, Auckland
Ministry of Education profile number	1447
School type	Contributing (Years 1 to 6)
Decile	3
School roll	361
Gender composition	Boys 54% Girls 46%
Ethnic composition	Māori NZ European/Pākehā Samoan Asian Cook Island Māori Middle Eastern Tongan Indian African other Pacific other ethnicities	20% 13% 31% 5% 5% 5% 5% 4% 3% 5% 4%
Review team on site	October 2011
Date of this report	19 December 2011
Most recent ERO report(s)	Education Review Education Review Accountability Review	September 2008 June 2005 August 2001