Welbourn School

Welbourn School - 07/02/2018

School Context

Welbourn School, in New Plymouth, caters for students from Years 1 to 6. Of the 410 students, 17% are Māori.

The school’s vision is ‘to be a place where every child is given the opportunity to develop as confident, capable, creative, connected, engaged lifelong learners…soaring to success’. The clearly established values of respect, excellence, innovation, integrity and community have been revisited and endorsed through ongoing consultation with parents and whānau.

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

  • progress achievement in reading, writing and mathematics

  • attendance and engagement.

Since the August 2013 ERO report, teachers have had professional learning and development (PLD) opportunities focused on effective teaching practices in literacy, mathematics, science, digital literacy, leadership and cultural practice. The curriculum places value on the arts and a focus on environmental awareness. Local community contexts are used to support student learning.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students achieve well in reading and mathematics, with many achieving above expectations. A high majority achieve expectations in writing.

As students progress through the school, equity of outcomes is increased, with nearly all achieving school expectations by the end of Year 6. Many Māori students achieve above school expectations.

Students with identified special needs are well supported. Monitoring and tracking is in place to ensure a timely response to their needs. Each individual is carefully considered in partnership with parents and whānau. As a result these students make good progress in relation to their goals.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school effectively responds to the needs of Māori and other students whose learning and achievement require acceleration. The disparity for Māori students identified in literacy and mathematics is significantly addressed as students move through the school.

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

High quality leadership provides clear direction and supports well identified priorities that drive ongoing improvement. Leadership development builds collective capacity that impacts positively on the school’s learning culture. Leaders and teachers work collaboratively to address the identified needs of individual students. Shared responsibility is taken to foster wellbeing and learning that promotes equity and excellence for students.

Those students whose learning and achievement need acceleration are carefully tracked and monitored over time. Specific interventions are put in place based on individual needs. Programmes and strategies are evaluated to ensure that they are fit for purpose. Leaders and teachers know students well, scrutinising assessment information to adapt teaching to enhance the learning of individuals who require additional support. The outcomes of acceleration are documented and reported to trustees.

An ongoing focus on developing culturally responsive practice supports teachers to engage meaningfully with Māori children and their whānau. The school is highly responsive to the views of Māori whānau promoting place-based learning, high visibility of language, culture and identity and meaningful partnerships.

Teaching promotes high levels of student engagement and encouragement for learners to take responsibility for their learning. Effective teaching is enhanced through PLD, teachers’ inquiries, and leaders’ involvement in networking initiatives. Teacher aides are offered PLD to assist them to understand their roles. They are valued staff members.Comprehensive performance management procedures are in place that support teachers as they work to accelerate the achievement of identified learners.

Transitions into, through and out of the school are seamless and well considered. The deliberate use of consistent language throughout the school supports students’ understanding and reinforcement of learning.

The board actively represents and serves the school and community in its stewardship role. Trustees provide significant resourcing to ensure that all students can achieve success. There is strong alignment from the strategic and annual plans through to classroom practice.

1.4 What further developments are needed in school processes and practices for achievement of equity and excellence?

Models of effective evaluation practice are evident within the school. Leaders should use this internal expertise to further develop and strengthen the collective knowledge and capability of staff for sustainability and ongoing improvement to teaching and learning.

School leaders have identified building learner agency as a next step. ERO’s evaluation supports this direction.

2 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.

3 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 a clear vision for learner success and equity and excellence

  • practice that enables leaders and teachers to identify specific strategies to accelerate students’ progress and achievement

  • practices that encourage learners and their whānau to engage in learning partnerships.

Next steps

For sustained improvement and future learner success, the development priority is in:

  • continuing to develop internal evaluation capacity, so that all staff can make informed decisions about specific strategies to achieve identified priorities.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

7 February 2018

About the school

Location

New Plymouth

Ministry of Education profile number

2264

School type

Contributing (Years 1 to 6)

School roll

410

Gender composition

Male 56%, Female 44%

Ethnic composition

Māori 17%
Pākehā 75%
Other ethnic groups 8%

Māori Medium Education

No

Review team on site

November 2017

Date of this report

7 February 2018

Most recent ERO report(s)

Education Review August 2013
Education Review July 2010
Education Review February 2007

Welbourn School - 14/08/2013

1 Context

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

Welbourn School is situated on the outskirts of New Plymouth and caters for students in Years 1 to 6. At the time of this ERO review there were 340 students on the roll, including 60 identifying as Māori. The school logo symbolises the resident kereru, native trees and Mount Taranaki. There is a continuing focus of reflecting the unique physical environment within the curriculum.

The school vision of students being confident, capable, creative, connected and engaged learners underpins all aspects of school life. There is a welcoming and inclusive culture. An ongoing focus to build strong relationships supports student learning. Information and communication technologies have been effectively developed to enhance teaching and learning. Students are offered a range of curricular and leadership opportunities.

In 2013, a new reception class has been introduced to support a smooth transition to school for five year olds. Since the July 2010 ERO report a distributed leadership model has been developed and a professional learning community has been successfully established.

Welbourn School has a positive reporting history with ERO and has taken significant steps to implement the recommendations of the previous ERO report.

2 Learning

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

School leaders and teachers comprehensively track students' progress and monitor achievement to identify their ongoing learning needs.

Teachers are increasing their effectiveness by using data to better cater for individuals, groups and learning activities. Teachers use data and evidence to examine and modify their practice. Students identified as at risk of underachieving are targeted for additional support. Many of these students make accelerated progress, particularly in reading and writing.

The school reports that in relation to National Standards, most students are achieving at or above for reading, writing and mathematics. Senior leaders identify that Māori students are achieving at similar levels to their peers in writing, and slightly below, in reading and mathematics. Overall performance in writing is lower than that in reading and mathematics and leaders continue to make this an improvement priority. Teachers are developing strategies to improve learning.

Appropriate assessment tools, observations and anecdotal evidence are used to gather information and make suitable judgements about students' achievement and progress. School leaders and trustees effectively analyse the achievement information to set strategic and annual goals that focus on improvement, particularly for priority learners.

A variety of methods successfully encourages parents’ involvement in learning partnerships with the school. Comprehensive reports to parents provide useful information about student achievement in relation to National Standards, other learning areas and key competencies. Reports emphasise the schools' focus on the holistic development of the child.

Students with special needs are well catered for. Those learners requiring specific support are identified and suitable programmes and interventions are put in place. External agencies are appropriately engaged in response to individual requirements. The provision for gifted and talented students continues to be strengthened. Teachers and support staff effectively review their initiatives. ERO and school leaders agree that a next step is to report to the board what is added to student learning from specific programmes and initiatives. This information should assist board decision making.

3 Curriculum

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

Welbourn School’s curriculum effectively promotes and supports student learning. It has been collectively developed to reflect The New Zealand Curriculum, the unique context and respond to the interests and needs of all students. There is clear alignment between the curriculum, its vision and values.

Leaders and teachers articulate high expectations for student achievement, learning and behaviour. Teaching practice is effectively guided by a clear and robust framework of expectations. Positive relationships promoted between teachers, students and families provide a solid foundation for learning.

Classrooms are well organised, positive and stimulating learning environments. Teachers effectively link prior and future learning. Differentiated tasks cater for individual learning needs.

Students have a clear understanding of the purpose of their learning. They take increased responsibility through the setting of goals and success criteria. Self management skills are successfully developed across the school.

Students feel a strong sense of belonging and their views are responded to and valued. Students were observed to be highly engaged in meaningful and authentic learning contexts. Teachers effectively model and affirm positive behaviours and respectful interactions.

Students benefit from teachers' participation in professional learning that is strongly linked to school priorities and development needs. There is an open, trusting, collegial culture. Teachers collaborate through quality learning circles and have opportunities to lead the professional learning within the school and cluster networks.

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

There has been significant progress in fostering a schoolwide focus on Māori achieving success as Māori. Trustees have developed a carefully considered plan for raising Māori achievement and whānau participation over the next few years. Progress has been made in providing culturally responsive contexts for learning. This has included a whole-school visit to Owae Marae in 2012. The building of teachers' confidence and capability in supporting success for Māori students has been well supported.

Regular consultation and communication between the school and families reinforces a strong focus on building relationships with whānau to support improved student outcomes. The whānau group provides opportunities for parents and families to share information and aspirations for their children.

Teachers and leaders are committed to supporting bicultural heritage. Consideration has been given to Ka Hikitia, the Ministry's Māori Education Strategy and Tātaiako - Cultural Competencies for Teachers of Māori Learners in planning and teaching. School leaders are looking to extend and embed the understanding and appreciation of what constitutes success for Māori as Māori at Welbourn School.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance. Students benefit from the strong leadership of the principal and senior management team. Their complementary skills and high expectations drive the enactment of the vision and the realisation of the strategic direction.

The board of trustees govern capably, focused on improvement and supported by the community. They are well informed about student achievement and progress. A comprehensive and considered approach to identifying priorities from self review has resulted in high quality strategic and annual plans.

Teachers take part in a rigorous appraisal process to improve the quality of teaching. Leaders identify that strengthening teachers' inquiry into their own practice, for promoting outcomes for students, should enhance appraisal, support development and provide better information for self review.

Self review is a robust and well embedded process. Different levels of self review are effectively informing decisions that improve outcomes for students. Trustees and leaders identify that the next step is to include a greater emphasis on evaluation to:

  • improve self review of board effectiveness in line with school processes
  • better inform decision-making to support improvement.

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.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

14 August 2013

About the School

Location

New Plymouth

Ministry of Education profile number

2264

School type

Contributing (Years 1 to 6)

School roll

333

Gender composition

Female 52% Male 48%

Ethnic composition

Māori

NZ European/Pākehā

18%

82%

Review team on site

May 2013

Date of this report

14 August 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

July 2010

February 2007

November 2003