School Context
Carlton School, situated in Whanganui, is a contributing state coeducational primary school for Years 1 to 6 students. Māori students comprise 32% of the 288 students on the roll. Since the ERO review in July 2016, a new assistant principal has been appointed. Two new trustees were elected to the board of trustees in 2019.
The school’s strategic plan is focused on implementing their Māori World View concept and embedding this into the schools localised curriculum. Internal professional learning has supported the development and implementation of the Carlton School integrated curriculum. Students aspire to a graduate profile that was developed in consultation with the community. The student core behaviour framework espouses and promotes the school’s values.
Since the previous ERO evaluation, teachers have been involved in targeted professional learning and development (PLD) focused on writing and mathematics.
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 part of the Takitini Tahi 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 working towards equity and excellence for all of its students.
The school’s 2018 achievement data shows that most students are at or above national expectations in reading, the majority in mathematics, and less than half in writing. Māori and Pacific students outperform their New Zealand European peers in writing. All students are performing at comparable levels in reading and writing. Boys are achieving at significantly higher levels than girls in mathematics.
From 2016 to 2018, there has been some fluctuation in student achievement, however over time achievement has remained consistent. Achievement data for 2019 shows a significant increase in student achievement in mathematics and writing.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school is accelerating the progress for some Māori and other students who need this.
Student achievement information indicates accelerated learning over time for groups of targeted priority learners in reading, writing and mathematics. Teachers have put in place additional support and strategies to accelerate target students. Classroom data shows acceleration for some Māori and other students who need it.
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?
Teachers create engaging environments that foster opportunities for students to learn in a range of contexts. There are positive and caring relationships between teachers and students. Teachers actively support students’ learning, and teacher aides are used effectively. Students engage in purposeful learning and the vibrant classroom displays reflect high-quality student work. Teachers model and scaffold learning appropriately, and through classroom systems they track and monitor student progress and achievement. Students support each other in their learning and model the school’s values and core behaviours. Teachers are very well supported with professional learning opportunities.
Students access a well-considered localised curriculum that promotes authentic learning. There is a clear holistic approach to student learning that incorporates concept-based inquiry, which is student centred and relevant to students’ prior experiences and interests. The digital technologies curriculum is implemented and naturally incorporated into classroom learning. The key strategic goals of the school are reflected in the teaching and learning in the classroom. The school’s commitment to their localised integrated curriculum is highly evident. This model incorporates tikanga and te reo Māori, aligns with The New Zealand Curriculum and the school’s core values. The integrated programme is enacted in teacher practice, student learning and regularly shared with parents and whānau.
A caring and inclusive school culture supports student’s wellbeing and sense of belonging. The board has resourced key strategic areas to support students’ pastoral needs to provide optimal learning conditions in and out of the classroom. The school has responded to the needs of students by creating specific classes and learning environments to support learning and behaviour needs. A range of appropriate programmes and teaching strategies are implemented to support students with additional learning needs. Students feel included and participate in all areas of the curriculum. A range of communication pathways keeps parents and whānau informed, and they feel welcome to attend and participate in school events and workshops.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Internal evaluation requires strengthening to better measure the impact on student outcomes through:
- the alignment of strategic goals and the annual plan with student outcomes
- effective data analysis to inform annual achievement targets
- clearly identifying all students who require accelerated progress through effective tracking and monitoring
- regular reporting to the board of trustees on the progress of identified students
- reviewing assessment tools to better inform leaders about school wide achievement.
3 Other Matters
Provision for international students
International students
The school is a signatory to the Education (Pastoral Care of International Students (Code of Practice 2016 (the code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the code.
At the time of this ERO evaluation there were two long-stay international students attending the school.
Effective systems and processes are in place to support the pastoral care of international students.Students have positive experiences at school and are encouraged to participate in a wide range of activities and events.
4 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.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Carlton School’s performance in achieving valued outcomes for its students is: Developing.
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.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- a localised curriculum that creates a strong sense of belonging
- an inclusive school culture that supports students learning needs.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- strengthening internal evaluation to develop effective school wide measures of student achievement and progress
- use of achievement information to set specific target, track and monitor rates of acceleration, and report this to the board.
Actions for compliance
ERO identified non-compliance in relation to annual appraisal for all staff.
In order to address this, the board of trustees must:
- ensure all staff are appraised annually.
[s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]
Areas for improved compliance practice
To improve current practice, the board of trustees should:
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region
27 March 2020
About the school
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Location
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Whanganui
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Ministry of Education profile number
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2345
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School type
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Contributing (Year 1 to 6)
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School roll
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288
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Gender composition
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Female 53% Male 47%
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Ethnic composition
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Māori 32%
NZ European/Pākehā 54%
Asian 5%
Pacific 4%
Other ethnic groups 5%
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Students with Ongoing Resourcing Funding (ORS)
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Yes
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Provision of Māori medium education
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No
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Review team on site
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November 2019
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Date of this report
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27 March 2020
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Most recent ERO report(s)
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Education Review July 2016
Education Review May 2013
Education Review March 2010
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