Goldfields School (Paeroa)

School Context

Goldfields School, located in Paeroa, provides special needs education for students aged five to twenty one. The school’s roll of 64 includes 27 Māori students. The students come from Paeroa and surrounding districts. Goldfields School is the base school and has four classes. There are six satellite classes hosted by other schools that include Miller Avenue School, Paeroa College and Te Aroha Primary. All the students have high or very high needs and receive ongoing resourcing funding (ORS) to provide additional learning support.

Since the previous ERO review in 2013 there has been a major upgrade to the school buildings and grounds, which has significantly enhanced the quality of education and wellbeing for students. The leadership team has been restructured and includes the long-standing principal, two deputy principals and a therapy manager. There has been increasing roll growth and some new teachers have been appointed.

The school states its values are:

• student partnerships

• communication rich environments

• sustainable environments and diverse communities.

The overarching vision is that they want students to:

• know themselves and life’s pathways

• have a sense of belonging and connection to their kura, whānau, friends and community

• be confident in their identity

• have purposeful, individualised programmes which reflect the essence of The New Zealand Curriculum.

The school is part of the Paeroa Community of Learning | Kāhui Ako

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

• literacy, mathematics, health and physical education

• individual education plan goals

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 highly responsive to Māori and other students’ learning and care needs. School leaders collate and analyse students’ goals from their Individual Evaluation Plan’s (IEP) to report to the board of trustees school-wide progress and achievement. School achievement data from 2015 to 2017 shows a consistent pattern with almost all students achieving their goals in literacy, mathematics, health and physical education. Leaders have carefully considered ways to improve progress and achievement for the small number of students not achieving their goals. They report these recommendations to trustees to ensure that resourcing decisions are based on reliable information.

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

The school places high priority on students developing knowledge and skills in communication, literacy, mathematics, health and physical education. Assessment information gathered from a range of appropriate processes is used to set challenging and realistic individual goals for students. These goals are personalised for each student and are co-constructed with specialist teachers, therapists, class teachers and parents. IEP ensure each student’s progress and achievement is closely tracked and monitored. Students have ownership of their learning and can monitor their own progress through visual and written task boards which are regularly updated to reflect their progress and achievements.

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 provide effective leadership for learning. They are highly valued by parents, teachers and support staff as positive role models and advocates for students. Leaders have consistently high expectations for teacher performance, and for building the capabilities of teachers and support staff. There are appropriate organisational structures, processes and practices that promote a collaborative approach to improve learning and care for students. Leaders and trustees work closely together to provide a physically and emotionally safe environment for all students. They are highly reflective and use internal evaluation to sustain improvement and innovation.

The school effectively prioritises productive partnerships for learning and wellbeing. There are positive and respectful relationships at all levels of the school. Parents, family and whānau have high levels of trust in school personnel and are provided with timely advice, resources and relevant information to support their children’s learning. Communication practices are effective and are used to inform and engage parents in the school and connect them to appropriate community resources. Teachers, support staff, specialists, parents and whānau work well together to develop processes and interventions to improve student learning, social competency and wellbeing.

The curriculum is highly responsive, authentic and relevant to the learning and care needs of students. Teachers are very skilled in adapting resources and strategies to support students to learn in meaningful contexts. They use their knowledge of students, including their interests and personality dispositions to design meaningful learning programmes. There are many opportunities for students to learn and engage with te reo and tikanga Māori in the daily programmes. Personalised individual learning plans are effectively used by teachers to measure each students’ progress against their agreed learning goals.

Teachers are flexible, responsive and adapt their teaching to meet the needs of students. They work cooperatively to share successes, challenges and effective strategies through school-wide professional learning groups, to strengthen their practice and improve learning outcomes for students.

Students experience a very positive culture that promotes wellbeing and belonging. ERO observed high levels of student participation and enjoyment in learning tasks and a range of indoor and outdoor activities. There is a strong commitment to providing an environment that recognises the language, culture and identity of individual students. Students are well supported and encouraged to be self-managing and active participants in their learning.

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

ERO and the school have agreed that leaders and teachers need to continue the current focus on reviewing and refining assessment and planning practices to further enhance student learning outcomes.

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.

4 Going forward

Key strengths of the school

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

• leadership that has consistently high expectations for teaching and learning

• teachers who have flexible and adaptive expertise

• an inclusive environment that promotes student wellbeing and learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• ongoing review and refinement of planning and assessment practices.

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

Te Tai Miringa - Waikato / Bay of Plenty Region

14 May 2018

About the school

1 Context

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

Goldfields School is located in Paeroa and provides special needs education for 58 students, of whom 10 identify as being of Māori descent. Students range in age from five to twenty one years. The majority have high or very high needs and are in receipt of ongoing resourcing (ORS) funding to provide additional learning support.

Class sizes are small and teacher aides are employed to support the work of teachers. Students also have a high level of access to specialist teachers and therapists on a daily basis. There is a commitment to developing a ‘total communication environment’ to enable students to learn with greater understanding and expression, and to have their voices heard. This goal is central to the school’s charter, and professional learning and development for all staff.

The school provides an inclusive culture for learning where the diverse needs of all students and their families are recognised and valued. Parents and whānau are encouraged and supported to take an active role in decision making about their child’s education and care.

The principal is well supported by the two deputy principals, one who is new to the school this year. The senior leadership team is well informed about best practice in special needs education and works collaboratively with staff.

Staff form strong and respectful relationships with students and parents. Senior leaders in particular, have developed useful networks in the community, which are instrumental in accessing additional support and care for students and their families.

The board continues to govern highly effectively. Trustees work closely with the principal to provide a very well-resourced educational environment for students and staff.

2 Learning

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

Teachers gather useful information about overall student progress and achievement from a range of sources, including formal and informal testing, daily observations and therapeutic assessments. A high level of collegiality amongst staff enables assessment information to be shared in an ongoing manner to support decision making about the learning programmes for each student. This strong team approach assists teachers to make overall judgements about student’s progress in relation to National Standards.

Individual Education Plans (IEPs) are used effectively to measure student progress in relation to agreed goals. Parents are involved in setting these goals and kept well informed about their child’s development. The IEP document enables important information to be shared and identifies key aspects of learning. It also provides a framework for the rigorous monitoring of individual goals.

The school’s achievement information indicates that all students are making progress in their learning and all-round development.

3 Curriculum

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

Goldfields School curriculum is closely aligned with The New Zealand Curriculum. Senior leaders continue to work collaboratively with staff to develop and design purposeful learning experiences for students in a broad-based curriculum. English and mathematics are core areas of learning, focusing on students’ learning to communicate their wants, needs and ideas, and using language to make sense of the world around them. Transition pathways are designed for senior students through health and physical education, work experience options and the Enterprise Programme.

Key competencies are well integrated across the curriculum to provide meaningful contexts for students’ learning. In this way, learning is made very relevant and students are supported to develop life skills such as gardening and shopping for food. Through the physical education and health curriculum, students are supported to develop and maintain their physical and emotional wellbeing. Teachers, teacher aides and therapists work cooperatively to create positive and differentiated learning environments and opportunities for all students that recognise and value New Zealand’s bicultural heritage. The school’s curriculum is responsive and this is contributing to high levels of student engagement and enthusiasm for learning.

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

Under the leadership of the principal, the school is developing closer links with local iwi. Māori protocols are respected and where appropriate, observed in the school. Tikanga and te reo Māori are being increasingly integrated into the school’s curriculum and Māori students are being well supported to experience success in the school’s nurturing environment for learning.

4 Sustainable Performance

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

Goldfields School is very well placed to sustain and improve its performance because:

• the experienced principal is providing knowledgeable and well-informed leadership
• self-review systems and practices are well developed
• there is a strategic approach to planning professional learning and development for staff
• the senior leadership team is providing strong and well-informed leadership for staff about learning and teaching in a special education setting
• a high level of commitment to ongoing learning is promoted by leaders and evident amongst staff
• relationships at all levels are respectful, diversity is recognised and valued, leading to a safe and inclusive school culture
• there is a high level of parent involvement in decision making about the ongoing education and wellbeing of their children
• the environment is richly resourced to support the complex learning needs of all students.

The board, senior leaders and ERO agreed on the following priorities for ongoing development:

The implementation of property plans designed to enhance the quality of the education and wellbeing environments for students.

Building teacher capability through a process of teaching as inquiry.

Supporting students to be active participants in the learning 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 four-to-five years.

Dale Bailey

National Manager Review Services Northern Region

11 December 2013

About the School