Drummond Primary School

Summary

Drummond Primary School has 53 Year 1-8 children. Almost a quarter of children identify as Māori. Some children are second language learners. A third of the children at the school enter or leave during the school year, due to local industry.

Since the last ERO review in 2014, there have been some changes in teaching staff. Internal evaluation practices have significantly improved. Between 2014 and 2016, the school has maintained good levels of achievement in reading, writing and mathematics against the National Standards (NS). The school has addressed the recommendations from the 2014 ERO report.

For different groups of children there is some variability in levels of achievement. Over time, English language learners (ELLs) make accelerated progress and catch up with their peers. The school responds with urgency to children transferring from other schools to lift their achievement and support their wellbeing.

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

The school provides timely and appropriate support to those Māori and other children whose learning and achievement need acceleration. School systems and practices are effective in addressing equity and excellence for most children. Children experience a broad and responsive curriculum. The curriculum effectively supports the development of the attitudes and skills identified as important by the school community.

Sound internal evaluation practices are used to inform decisions and ongoing school improvement. 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?

The school is effectively responding to those Māori and most other children whose learning and achievement need acceleration.

At the end of 2016, close to 80% of children achieved at or above the NS in reading and mathematics. Writing was lower for boys. Māori children achieved well in reading and writing.

Achievement for children arriving or transferring from other schools is variable. However, the school can show that over a period of six months to one year, most of these children make expected or accelerated progress.

The school has sound moderation practices, resulting in teachers making reliable assessment judgements.

School conditions supporting equity and excellence

School systems and practices are effective in addressing equity and excellence for most children in the school.

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

The school has a welcoming, inclusive, family-like culture. New children quickly settle into the school and take on the school values. The school’s curriculum effectively supports children to develop the skills and attitudes valued by the school community – to dream, persevere, and succeed.

Children benefit from a broad and responsive curriculum. In response to children’s particular needs and abilities, special programmes are developed and adapted over time. The board ensures that all children have equitable access to learning experiences beyond the classroom. Children have regular opportunities to learn about aspects of Māori and other cultures in the school.

The school has strong evidence that it successfully achieves its vision and values. A strong emphasis is put on children understanding and managing their own learning, developing leadership and values of respect and responsibility.

Irrespective of how long a child is at the school, there is a determined effort to lift their achievement. Individual learning plans are developed for any child below the NS and families are involved in supporting their child. There are sound systems to identify, track and monitor individuals and groups of children’s progress and achievement over time.

Transitions in and out of the school are well considered. This includes a carefully planned transition to school programme, with a focus on early literacy. Children transferring from other schools are quickly assessed and appropriately supported. As children move through the school they are progressively introduced to the skills and dispositions necessary for high school and adult life.

There is a strong focus on school improvement. The principal promotes and participates in a coherent approach to professional learning and practice. Achievement information and student progress is well used by the board, the principal, and teachers to evaluate the impact of learning programmes.

There is clear alignment and coherence between the school’s vision and the strategic and annual plans. This is carried through to school systems, documents and the day-to-day curriculum.

Trustees demonstrate a very good understanding of effective governance. They make well-informed and well-considered decisions. There is a strategic focus on supporting Māori children to experience success and to strengthen biculturalism in the school.

Sustainable development for equity and excellence

Trustees, the principal and staff are improvement focused and have good internal evaluation processes. These are effective in identifying practices that are working well and those that need to be further improved. 

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

The next step is to continue to build teacher capability to address disparities in achievement. In particular leaders and teachers need to develop shared understandings about effective practices in literacy to lift achievement for boys.

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 are:

• to continue to build teacher capability to address disparities in achievement
• continue to develop an understanding of culturally responsive teaching practice.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

8 September 2017

About the school