Amisfield School

1 Context

Amisfield School is located on the outskirts of Tokoroa and is a full primary school that caters for children from Years 1 to 8. The school roll of 166 children, includes 42 children who identify as Māori, and 3 Pacific children.

The school has a positive reporting history with ERO. Since the last ERO review in 2012 a new principal has been appointed, the board resigned and a commissioner appointed, and there have been staff changes rationalised to Ministry of Education funding in 2016. A new board was elected in June 2016, and at the time of this ERO review the commissioner was working in an advisory role.

Teachers have been involved in developing culturally responsive practices where children's unique cultural strengths are identified and nurtured to promote a sense of pride and wellbeing.

2 Equity and excellence

The school's vision and values for students at Amisfield School reflect their mission statement "Together We Achieve". The values of respect, excellence and commitment, defines and underpins the school's learning culture.

The school's achievement information shows that a majority of Māori children are achieving well in reading, writing and mathematics. The school reports that in 2015, the number of Māori children achieving below national expectations is 21/53 in reading, 23/53 in writing and 19/53 in mathematics.

School data since 2013 indicates that overall the majority of students are achieving at or above in relation to National Standards in reading and mathematics. New moderation processes were implemented in 2014. In writing, the level of student achievement dipped in 2014 and returned to higher levels in 2015.

For the small numbers of Pacific students, half of these children are achieving below the standard in reading, writing and mathematics.

The school's 2015 data for all children shows that approximately 65% of children are achieving the expected National Standard in reading, writing and mathematics. Over the past two years school leaders and teachers have undergone professional development to strengthen moderation processes.

Since the last ERO evaluation the school has appointed a specialist teacher who, along with the principal, has oversight of assessment and literacy. They have had a particular focus on raising achievement for those children, including Māori children, whose progress needed accelerating. This has helped teachers implement a wide range of strategies and practices to respond to the learning needs of identified priority learners.

School leaders have:

• developed guidelines and expectations for the teaching of literacy, and are currently reviewing and developing curriculum documentation for mathematics
• established a school-wide assessment programme aiming to build teacher capability in the interpretation and use of achievement data
• detailed and individualised targeted teaching plans are being used in all classrooms to guide teachers in accelerating progress for those children at risk of not achieving equitable outcomes.

3 Accelerating achievement

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

The school has responded effectively to some Māori children whose learning and achievement needs accelerating in reading, writing and mathematics in 2015. The school can show that the disparity between Māori students and other students is continuing to be addressed with some degree of success. Teachers make good use of well-analysed assessment information to identify each child's learning needs, prepare action plans for target students and maintain an ongoing cycle of monitoring, review and evaluation. This approach has led to improved levels of student achievement particularly for those children below expected levels.

A wide range of assessment tools are used by teachers to monitor the progress and achievement of students in reading, writing and maths. School-wide assessment data is collated and analysed to identify Māori children at risk of not achieving equitable outcomes. The principal and a specialist teacher maintain an overview of individual achievement and progress.

Teachers demonstrate high expectations for achievement and the belief in Māori children's capability to contribute and learn. They set individual goals and monitor progress and achievement over time. A significant majority of Māori children are making accelerated progress and benefit from effective teaching strategies. In 2015 there were 16 Years 1 to 3 Māori children, a small number of whom were below National Standards in reading. A small number of Years 4 to 8 Māori children who attended the school from 2014 to 2016 and were specifically targeted for support interventions in reading during 2014 to 2015, moved from well below to below National Standards.

Between 2014 and 2015 the moderation process was strengthened and this is reflected in the 2015 student achievement data. Teacher's strategic and collaborative approach to the assessment and moderation of students' progress and achievement is now contributing to more consistent and dependable judgements.

Staff have established positive and respectful relationships with the parents and whānau of Māori children, and are increasingly engaging them in learning partnerships.

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

The school responds effectively to some children whose learning and achievement needs acceleration, and clearly identifies students who are at risk of not achieving equitable outcomes.

All teachers have a documented ‘Targeted Teaching Plan’ for individual children. This plan forms the basis for regular teacher collaboration and dialogue where they monitor and reflect on the progress and achievement of targeted learners. A referral process with strong links to parents and support agencies has been established.

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?

A responsive curriculum meets the diverse learning needs of many children including Māori. Literacy and mathematics are well embedded. An inquiry approach encourages children to explore authentic learning contexts. Teachers are increasingly using te reo and tikanga Māori concepts in daily programmes to ensure that Māori children have the opportunity to learn as Māori. In addition Māori games, kapa haka, waiata and karakia are becoming an integral part of the school curriculum.

Children requiring extra support with their learning are catered for in a variety of ways, depending on their learning needs. These include interventions such as Reading Recovery, individualised learning programmes, teacher aide support, and the use of external agencies. Experienced classroom teachers work effectively with individuals and groups of targeted children. Teachers are able to show that many Māori children are achieving accelerated progress and gaining in their mana and competence as learners.

The principal has a clear vision for the school and provides strong professional leadership that empowers staff and is focused on raising achievement for all children. The leadership team has been reviewed and restructured to facilitate a more distributive model. There are clear roles and responsibilities that use leaders' strengths and knowledge to provide a strong, purposeful strategic direction with a focus on improving student achievement particularly for Māori and at risk students.

Teachers are dedicated to using achievement information to identify the needs and strengths of children especially those whose learning requires acceleration. They establish positive, caring relationships with children and their whānau, and support them in their learning and wellbeing. Children learn in rich and stimulating learning environments in which their work is acknowledged and celebrated. Classroom activities are designed to enhance engagement in learning, particularly for Māori and boys. Teachers have started the Positive Behaviour for Learning contract and staff are attending the 'Incredible Years' programme. The school has established a vibrant learning culture amongst children, staff and whānau.

The staff review and reflect on their practice and respond well to the interests and strengths of children. Self review and inquiry by the principal, staff and trustees inform planning and decisions at board and classroom levels. Teachers are involved in ongoing professional development using both internal and external expertise. Through one-on-one coaching, in-class support and team meetings, teachers are supported to use evidence to critically review their practice particularly in relation to target learners.

Strengthening home-school partnerships and supporting children's smooth transitions into and out of the school have also been priorities. Teachers, parents and trustees regularly measure the success of teaching and learning, resourcing and school goals. The result is a forward looking school community with sustainable goals for the future.

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 to the strengths, needs and interests of each child
• regularly evaluate how teaching is working for these children
• need to systematically act on what they know works for each child
• need to have a plan in place to build teacher capability to accelerate the achievement of all children who need it.

Strengths of the school include:

• professional leaders focused on raising achievement for children with identified learning needs
• the school's use of achievement information to develop individual goals and strategies that address identified needs of individual children
• teaching practices and strategies that accelerate children's' progress and promote high levels of child engagement
• a curriculum that is responsive to the diverse learning needs of children.

Next steps:

• develop more specific and measurable achievement targets especially for Māori and other children not accelerating their learning
• provide professional development opportunities for the new board of trustees
• promote more opportunities for children to take ownership of their learning.

Action: The board, principal and teachers should use the findings of this evaluation, the Effective School Evaluation resource, the Internal Evaluation: Good Practice exemplars and the School Evaluation Indicators to develop more targeted planning to accelerate student achievement. Planning should show how processes and practices will respond effectively to the strengths and needs of children whose learning and achievement need to be accelerated.

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 school:

• develops more specific and measurable achievement targets especially for Māori and other children whose learning needs acceleration
• continues to strengthen te reo and tikanga Māori in daily classroom programmes and the wider life of the school
• promotes more opportunities for children to take ownership of their learning
• provides professional development opportunities for the new board of trustees. 

Lynda Pura-Watson

Deputy Chief Review Officer

22 November 2016

About the school