Netherton School

Netherton School

Te Ara Huarau | School Profile Report 

Background

This Profile Report was written within nine months of the Education Review Office and Netherton School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Netherton School, located in the Hauraki District near the town of Paeroa, provides education for students in Years 0 – 8. The school values, Resilience, Excellence, Self-awareness, Persistence, Empathy, Courage and Thinking, support students to ‘Take Pride’ and underpin the vision of ‘growing and empowering our future’.

Netherton School’s strategic priorities for improving outcomes for learners are to:

  • promote the wellbeing of all our students and staff across the school
  • strengthen whānau and community partnerships
  • build the capacity of our students to own and be responsible for their own learning
  • grow teacher capability as part of their professional development.

You can find a copy of the school’s strategic and annual plan on Netherton School’s website.

ERO and the school are working together to evaluate the extent to which a localised curriculum is aligned with whānau aspirations and is supporting students to engage and succeed.

The rationale for selecting this evaluation is the need to:

  • continue to pursue an environment in which Māori leaners can thrive 
  • explore the impact of improvements on targeted students over time 
  • ensure that the ongoing development of the curriculum reflects community aspiration.

The school expects to see students engaging and succeeding as a result of:

  • a varied and engaging localised curriculum that:
    • is centred on the values co-constructed with the school community
    • is linked to the whenua, prioritises te ao Māori and promotes student confidence in their language, culture and identity
    • applies a trauma-informed understanding of wellbeing to support resilience, optimism and engagement
  • whānau being supported to engage with, understand and shape the ongoing development of the localised curriculum.

Strengths 

The school can draw from the following strengths to support its goal to ensure all students engage and succeed:

  • leadership that maintains a culture of professional knowledge building, drives continuous improvement and fosters innovation
  • consistently effective teaching practices that are regularly adapted to pursue equity and excellence
  • a culture of inclusion underpinned by a commitment to meeting learners’ individual social, emotional and learning needs.

Where to next?

Moving forward, the school will prioritise: 

  • continuing to develop and enact a curriculum that aligns with the school values, prioritises te ao Māori and reflects the context of the school
  • applying understandings from trauma-informed professional learning in the development of a framework for consistent, schoolwide practices in wellbeing
  • developing systems and practices for deliberate and regular partnership with whānau.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years. 

Shelley Booysen
Director of Schools

7 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Netherton School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of May 2023, the Netherton School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Netherton School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

7 February 2024 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Netherton School - 11/12/2019

School Context

Netherton School is located 7 kilometres north-west of Paeroa. The school caters for students from Years 1 to 8. The current roll of 148 students includes 27 who identify as Māori. Since the 2017 ERO review a new principal and deputy principal have been appointed from within the current staff.

Teachers have participated in a range of professional learning, including the development of a shared language of learning. They have also engaged in literacy and numeracy professional learning focusing on raising the achievement of those who need it. There has been a schoolwide focus on developing tikanga and te reo Māori.

The school’s vision is ‘growing and empowering our future.’ The vision is underpinned by the ‘Netherton Learner’ values to enable students to develop and engage with their learning. The key values are confidence, respect, innovation and creativity, collaborative relationships, excellence and balance.

The current strategic aims include growing learner capability, both students and teachers, improving engagement with whānau and families, and providing excellent facilities for learning.

Netherton School has been a green/gold Enviroschool since 2013.

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

  • reading, writing and mathematics.

The school is a member of the Ohinemuri 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 achieving equitable and excellent outcomes for most students.

In 2018 most students achieved national curriculum expectations in reading, writing and mathematics. Māori student achievement is comparable to Pākehā. Over time Māori achievement has improved in reading and remained consistent in writing and mathematics. Achievement information indicates that girls achieve at higher rates than boys especially in writing.

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

The school is accelerating learning for most students who need it.

The school has a small number of students whose learning needs accelerating to meet national expectations. Achievement data shows effective acceleration for at-risk learners in reading, writing and mathematics. Approximately 40% of at-risk Māori showed accelerated learning in reading and writing.

Students with additional learning needs are making progress against their individual goals.

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?

Leaders actively pursue the vision, goals and targets for equity and excellence. They have developed a positive and collegial school culture strongly focussed on improving student outcomes. Leaders have prioritised and promoted teacher learning and development to build capability. Staff are receptive to change and improvement through collaborative relationships. The new principal has established effective relationships and networks to support her professional learning and growth. All staff are actively engaged in high-quality internal evaluation focused on improving learner outcomes. Staff are well supported by a board committed to improvement.

The curriculum provides equitable opportunities for all students to learn, achieve and excel. Students experience a wide range of learning contexts both in and out of the classroom in a well-resourced environment. A meaningful localised curriculum has been developed to engage and motivate students. Detailed and targeted teacher planning supports all students to learn. There is integration of tikanga and te reo Māori and these developing practices are supporting a sense of place and belonging for Māori. Students whose learning needs accelerating are identified and monitored closely. A wide range of strategies and interventions are supporting these students.

Teachers are highly responsive to the learning needs of all students. Each student is well-known and positive relationships are evident. Students set learning goals and monitor their own progress in conjunction with teachers. They understand and can articulate a range of strategies to help them learn. Students are confident and highly engaged. Tuakana teina relationships are part of the school culture. The school’s caring and inclusive environment supports learning for all.

Students and teachers benefit from strong and supportive parent relationships. Parents and whānau value the many rich opportunities available to their children. Communication with the school is open and reciprocal. The parents of children with additional needs feel very well supported. Parents are well informed about their child’s progress and achievement in multiple forums.

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

Leaders and teachers should continue to build learning centred partnerships with parents, whānau and iwi to support the ongoing achievement of Māori and other students. There is also a need strengthen teaching strategies to lift boy’s achievement in writing.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Netherton School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • leadership that is working to promote excellence and equity
  • a broad curriculum that meets the needs of students
  • responsive teaching practices that promote equity and excellence
  • active and supportive community relationships that support learning and achievement.

Next steps

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

  • building learning-focused partnerships to support the achievement of all students
  • the teaching of writing to support the achievement of boys.

Actions for compliance

ERO identified non-compliance in relation to Personnel.

In order to address this, the board of trustees must:

  • update the staff appointments policy to include background checks, identification and reference checks. [Children’s Act, 2014]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

  • suitably support and train staff in physical restraint
  • include reference to the Children’s Act 2014 in the Child Protection Policy.

Phillip Cowie

Director Review and Improvement Services

Central Region

11 December 2019

About the school

Location

Netherton

Ministry of Education profile number

1842

School type

Full Primary (Years 1 - 8)

School roll

148

Gender composition

Female 52% Male 48%

Ethnic composition

Māori 18%
NZ European/Pākehā 79%
Other ethnic groups 3%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

October 2019

Date of this report

11 December 2019

Most recent ERO report(s)

Education Review February 2017
Education Review October 2013
Education Review December 2010

Netherton School - 16/02/2017

1 Context

Netherton School is located 7 km north-west of Paeroa and provides education for children from Years 1 to 8. The schools roll of 135, includes 28 Māori children. Since the 2013 ERO review, the school's roll has increased significantly. School leadership has remained the same and there have been minimal changes in the teaching team. In 2016 two new trustees were elected to the board.

Netherton School has joined in the Ohinemuri Community of learning. The school continues to benefit from high levels of community involvement including the work of an active parent teacher association. It operates a Ministry of Education enrolment scheme to manage potential roll growth. In March 2015 the school celebrated its 125th anniversary.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are to:

  • be communicators
  • be problem solvers
  • have respect for people and place
  • be confident
  • strive for excellence
  • be self-directed learners

These valued outcomes are underpinned by the schools vision of 'growing and empowering our future'.

The school’s achievement information shows that in 2015 approximately 80% of Māori children achieved at or above the National Standards in reading. Lower results were achieved in mathematics and writing. The reading results were above national comparisons, writing was at a similar level and mathematics slightly below.

Other children at the school achieved at similar level to their Māori peers in reading and at higher levels in writing and mathematics. A priority for the school is to accelerate the achievement of Māori children in mathematics, and the achievement of boys in writing and mathematics.

School leaders are continuing to review and develop processes to support teachers to make reliable judgements in relation to the National Standards.

Since the last ERO evaluation the school has:

  • accessed teacher professional development primarily in literacy and mathematics
  • undertaken an extensive review of teaching practice
  • implemented practices that help children to understand how well they are achieving and their next steps for learning
  • increased the provision of digital technology
  • continued the school's involvement in the EnviroSchool's programme
  • undertaken renovations of classrooms to support the school's recent focus on implementing collaborative teaching and learning programmes.

3 Accelerating achievement

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

The school effectively responds to most Māori children whose achievement needs acceleration.

School leaders implement comprehensive systems to identify and monitor the achievement of targeted at risk Māori children. They regularly monitor the progress that these children make and report this information to the board of trustees. Teachers provide whānau with useful information of how they can help their children's learning. They are beginning to reflect on the effectiveness of their teaching. Priority should be given to further developing these practices to more specifically focus on accelerating the progress of target children.

The school's data over the last two years shows that most Māori children made expected progress. A significant number also made accelerated progress to place them on a trajectory to achieve National Standards by the end of Year 8.

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

The comprehensive systems that contribute to the acceleration of targeted Māori children apply to other groups of children in the school.

Children with special learning needs benefit from the wide range of learning support programmes provided by specialist teachers and knowledgeable teacher aides. The principal carefully monitors the progress of these children. She accesses appropriate levels of external support and guidance for teachers, and works in close consultation with parents to identity strategies that enable their children to fully participate in learning.

Boys' learning is enhanced by the use of authentic real-life learning opportunities that respond to their interests. They respond positively to the school's focus on implementing systems that support them to have greater understanding of their achievement and next learning steps.

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 effectively enact the school's vision, and valued outcomes for children.

The school provides a rich and broad curriculum including: 

  • an appropriate maths and literacy focus
  • opportunities for student leadership
  • regular camps, trips to local and extended communities
  • sporting, cultural and academic events. 

A strength of the curriculum is the use of authentic real-life opportunities that reflect the school's rural location and its long standing commitment to environmental sustainability. Children's learning is assisted by high levels of community involvement and specialist teachers in the areas of music and te ao Māori. Children who require additional support and extension benefit from a range of programmes taught by specialist teachers and knowledgeable teacher aides. Strong tuakana/ teina relationships encourage the school's family-like atmosphere. Children’s learning is supported by a curriculum that is responsive to their needs and interests.

Teachers use a wide range of strategies to reflect the learning needs of children. Children are increasingly able to articulate their learning achievements and next steps, particularly in writing and mathematics. Leaders should give priority to further developing these practices and embedding them across the school. They collect an appropriate range of assessment information to inform teaching and learning. Effective teaching practice supports children's progress and achievement in meeting the school's valued outcomes.

School leaders implement a strategic approach to building teacher capability. They access comprehensive external professional development for teachers particularly in the areas of literacy and mathematics. The principal gathers and analyses student views to support teacher reflection about the effectiveness of their practice. A comprehensive teacher appraisal process provides teachers with regular feedback on the quality of their teaching. Strategic professional leadership is contributing to a focussed approach in accelerating achievement.

Trustees make effective use of achievement data. The board sets charter targets on accelerating progress of those children most at risk of not meeting National Standards. Trustees should now consider refining these targets to focus specifically on the number of children whose learning requires acceleration.

Teachers build useful learning partnerships with parents and whānau. They provide parents with resources to support their children’s learning at home. There are regular meetings with parents of target children where they share useful strategies. Parents are well informed through written reports and student-led conferences. Well-developed learning partnerships assist parents to support children’s learning at home.

Te ao Māori is visible in classroom programmes and school operations. A kaiako takes weekly lessons on te reo and tikanga Māori. Teachers have engaged in professional learning and development to build their capability and confidence in aspects of tikanga Māori. Important cultural events, including Matariki, are celebrated with the whole school community. Leaders should consider strengthening whānau and hapū links to further support the integration of te reo and local tikanga Māori in school programmes. Māori children’s sense of pride and identity is enhanced by an increasing focus on te ao Māori.

Internal evaluation is well used to inform school direction. Leaders and trustees implement a strategic approach to internal evaluation. Useful evaluation processes are implemented that are informed by regular surveys of parents and children. Trustees and leaders undertake regular review of the schools policies and procedures. Well-developed self review contributes to school improvement. 

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. 

Significant factors that contribute to acceleration and achievement are:

  • effective governance
  • well-researched and effective professional leadership
  • a broad and rich curriculum that provides many opportunities for children to experience success
  • integration of effective strategies that support children to understand their progress, achievement and next steps for learning
  • inclusive approach to supporting children with special learning needs.

Leaders should now consider reviewing and refining current practices related to: 

  • building the consistency of teaching by developing agreed expectations for teaching and learning
  • strengthening National Standards moderation processes
  • integrating te reo and tikanga Māori to reflect whānau and iwi aspirations
  • further developing teaching as inquiry
  • accelerating the achievement of Māori in mathematics and the achievement of boys in writing. 

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

Leaders and teachers develop, document, and implement agreed understanding of effective teaching and learning at Netherton School that reflect current research and best practice.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

16 February 2017 

About the school 

Location

Paeroa

Ministry of Education profile number

1842

School type

Full Primary (Years 1 to 8)

School roll

135

Gender composition

Boys 52% Girls 48%

Ethnic composition

Pākehā

Māori

78%

22%

Review team on site

November 2016

Date of this report

16 February 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2013

December 2010

May 2008