Findings
An inclusive culture values all students. Most are successful learners. Special programmes appropriately support students not making expected progress. Classrooms are welcoming and focused on learning. Wide ranging review and well-considered systems and practices contribute to the school being well placed to continue to improve its performance.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
Egmont Village School is a semi-rural, Years 1 to 8 primary school close to New Plymouth. A growing roll since the July 2012 ERO review has resulted in the introduction of an enrolment zone and addition of two classroom spaces. Spacious grounds include challenging activities for students.
There is a focus on ensuring a positive environment that is supportive of student progress exists. The core school values of caring and respect, pride, teamwork, effort and honesty are evident in day-to-day activities.
An inclusive tone is apparent where students are valued and well supported in their learning. The experienced trustees, senior leadership team and staff provide a wide range of activities and opportunities that assist students to become confident participants in learning.
There is a high level of parent engagement and active participation in school programmes and events. Community support and involvement is well established. Facilities are shared with the local district. Student’s learning experiences frequently include local resources.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Achievement information is well used by teachers, leaders and trustees to make positive changes to student progress and learning.
Most students are successful learners. School data in 2014 indicates approximately 80% of learners overall were achieving at or above in relation to National Standards in reading, writing and mathematics. Of students leaving Year 8, only half were at expectation. This includes some students who were relatively new to the school.
Consideration of 2014 data has led to new strategies to support writing school wide. There is also an increased focus on improving the level of engagement for some students. Academic outcomes for students at the end of Year 8 should be a continuing focus of review.
Māori students as a group in the school achieved at similar levels to their peers in reading and writing. As with other students, they are generally successful learners.
A range of assessment information is used to inform National Standards achievement decisions. Shared understanding assists teachers to make judgements. Extending moderation to involve other schools should further increase the validity of these judgements.
Data is collated and analysed to consider the progress of students. Increased use of a student management system is enhancing the use of data and associated reporting. Some assessment tools should be used more effectively to show progress and the impact of teaching.
Students below expectation in their learning are identified. Programmes and support are put in place to respond to their needs. Early intervention is a priority when necessary.
Although accelerated learning was evident in 2014 for a number of students in the junior school, there was more variable progress by seniors, especially in writing. Standardised testing completed in 2015 indicates a disproportionate number of Year 5 and 6 students require extra support to achieve the National Standard in reading, writing and mathematics.
The board’s 2015 annual plan includes targets in reading, writing and mathematics. These include students in Years 5 and 6. Targets should be refined to focus more clearly on the specific needs of students whose progress needs accelerating.
Parents are well informed about student achievement and progress. A range of relevant information is shared, including at parent interviews some of which are led by students. Written reports clearly indicate student progress and achievement in relation to National Standards. Parents receive helpful suggestions about how they can assist their children’s learning.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The curriculum effectively promotes and supports student learning.
Expectations for engagement are regularly shared and generally reflected across the school. Routines are well known and support effective transitions from one part of the lesson to the next. A purposeful learning environment is apparent. Students know the focus of their learning and are able to talk confidently about it.
Classrooms are welcoming. Student work is celebrated and contributes to a sense of pride and belonging. They regularly take responsibility for leading activities. Interactions between students and with teachers are positive and respectful. Teachers regularly affirm appropriate learning behaviours and success.
Students set goals related to academic, behavioural and values learning. Specific actions are identified to work towards these. The school identifies it should continue to build student capability in goal setting.
Teachers’ planning responds to students’ needs as identified by assessment information and their comprehensive knowledge of individual learners. Teaching takes account of students’ varying interests and abilities. Regular reference to prior learning and relevant contexts successfully support engagement.
A structured approach to teaching writing is being successfully implemented. This is a deliberate response to the need to improve writing for some students. More explicit teaching of comprehension strategies is also a focus in senior rooms.
Board-funded teacher aides provide assistance within classes and for specialist withdrawal programmes. The support they provide is an integral part of the school-wide approach to raising the achievement of some learners.
Students with complex needs are effectively supported through comprehensive, specific learning plans. Parents are involved in determining priorities and appropriate approaches for their children. Regular monitoring of student progress and revisiting the plans ensure responsiveness to changing needs.
A supportive approach for students and parents effectively supports transition between home and school. Parents are successfully involved as partners in their child’s learning and particularly in the early development of literacy skills.
How effectively does the school promote educational success for Māori, as Māori?
Since the previous ERO review the school has increased its responsiveness to Māori students and whānau. Educational success for Māori, as Māori is more effectively promoted.
Te reo Māori and kapa haka lessons are part of the regular weekly timetable. Bicultural elements are increasingly evident in the curriculum, especially in integrated units.
Cultural responsiveness for teachers of Māori learners is included within teacher appraisal. The Ministry of Education Māori Education Strategy, Ka Hikitia – Accelerating Success 2013-2017 is currently being discussed with whānau.
It is timely for the board and senior leaders to consider how Māori language, culture and identity should be further promoted within the school.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
Wide ranging self review, capable leadership and effective governance support the school to be well placed to sustain and continue to improve its performance.
A well-considered framework aligned to the strategic goals and including indicators of good practice supports review. The regular, cyclic approach links to annual priorities and professional development. The process includes reference to achievement information and current practices.
Leaders and teachers should continue to increase the extent review considers how effectively the various aspects of practice contribute to student outcomes.
The charter provides well-considered direction for the school. Trustees are well informed about curriculum, achievement and how teachers are supporting student progress.
The principal's leadership takes a well-considered approach to introducing initiatives and developments. It is collaborative and sets high expectations for positive wellbeing and learning outcomes for all students.
Teacher appraisal includes appropriate guidelines to support inquiry into the impact of teaching. Individual goals are set, linked to annual priorities. Reflection on aspects of teacher practice particularly supportive of Māori learners has been added to the process in 2015. The teacher and principal appraisal process should be more improvement focused through including more consistently:
- greater use of student achievement information as part of reflection on the Registered Teacher Criteria and within goal setting
- a documented summative process that identifies strengths and assists to determine priorities for teacher and principal development.
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.
Conclusion
An inclusive culture values all students. Most are successful learners. Special programmes appropriately support students not making expected progress. Classrooms are welcoming and focused on learning. Wide ranging review and well-considered systems and practices contribute to the school being well placed to continue to improve its performance.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 June 2015
School Statistics
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Location
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Inglewood
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Ministry of Education profile number
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2164
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School type
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Full Primary (Years 1 to 8)
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School roll
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126
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Gender composition
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Male 56%,
Female 44%
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Ethnic composition
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Māori 14%
Pākehā 85%
Pacific 1%
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Review team on site
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April 2015
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Date of this report
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9 June 2015
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Most recent ERO report(s)
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Education Review July 2012
Education Review May 2009
Education Review September 2005
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