Churton School

Education institution number:

2348

School type:

Contributing

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

137

Website:

http://www.churton.school.nz

Telephone:

06 343 9406

Address:

Burmah Street, Aramoho, Whanganui

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Churton School - 11/10/2018

11 Oct 2018

School Context

Churton School, located on the outskirts of Whanganui, has students in Years 1 to 6. At the time of this review, 30% of the 144 children attending identified as Māori. Over the past two years three new teachers have been appointed.

The school’s vision articulates expectations for students to be active learners, making choices about and setting goals for their own learning. The values of Respect/Manakitanga, Resilience/Aumangea, and Relationships/Whanaugatanga are prominently displayed around the school and unpacked for children in their classrooms. Teachers aim to support children to become positive, self-managing problem solvers who are inclusive of others and care for themselves and the environment.

Schoolwide targets for 2018 focus on accelerating the progress and achievement of identified students across the school, with a particular focus on a group of Māori learners.

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

achievement in reading, writing and mathematics
wellbeing.

Ongoing professional learning and development (PLD) has been undertaken to support staff to evaluate their teaching practices and to deepen their understandings of the craft of teaching. A particular focus in 2018 is writing. Since early 2017, staff have had PLD in Positive Behaviour for Learning. The school continues to be part of the Mathematics Support Teacher initiative that targets student who are well below expectations in mathematics.

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?

End of year data for 2017 showed that most students achieve at or above expectations in reading. The large majority were at or above expectations in writing and mathematics. Significant disparity exists for Māori students in literacy.

By the end of Year 6 nearly all students reach curriculum expectations in reading, most in writing and the large majority in mathematics.

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

In 2018, achievement data shows that some students have made accelerated progress towards meeting end-of-year expectations. Those students whose learning needs acceleration are well known to leaders and teachers.

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?

Useful systems and processes help the focus on accelerating learning for identified students. Co‑operative practices are used to proactively respond to the individual needs of students. Leaders and teachers know students well, especially those who are priority learners.

The school’s development focus and priorities are effectively enacted in the curriculum. Shared values and the key competencies are woven into lessons. Students’ wellbeing, sense of belonging and participation in their learning are effectively promoted. High expectations for positive behaviour and student self-management contribute to their engagement.

Teachers are highly reflective practitioners and demonstrate collective responsibility for all learners. They share and use a range of effective strategies and deliberate actions to engage students in purposeful learning within positive learning environments. An inquiry framework supports their increased understanding and use of evaluation.

Capability-building strategies, focused on effective approaches to teaching, positively impact on practice. Coherence across a wide range of processes enables teachers to collaborate to benefit children’s learning.

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

The school is continuing to develop its effectiveness in responding to students whose learning needs acceleration. It is timely to review and evaluate the impact of schoolwide initiatives and approaches to teaching and learning, to determine how effectively these support and make a difference to students’ learning and wellbeing.

Continuing to strengthen learning partnerships with all parents and families is a key next step. The school has identified, and ERO’s evaluation confirms, that it is important to continue to build on the connections made with marae and iwi. Incorporating Tātaiako: Cultural Competencies for Teachers of Māori Learners into school guidelines and practices is a next step. This should assist enhancement of culturally responsive teaching and has the potential to help continue to reduce disparity for Māori learners.

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.

Actions for compliance

ERO identified non-compliances in relation to the health curriculum and annual reporting.

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

comply with the requirement to consult with the school community about the delivery of the health curriculum, at least once every two years
[Section 60B Education Act 1989]

Areas for improved compliance practice

Aspects of practice, policy and procedure need attention.

To improve current practice, the board of trustees must ensure:

that identities are thoroughly checked as part of the appointment process.

4 Going forward

Key strengths of the school

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

teacher reflection, inquiry and collaboration that carefully considers effective, responsive teaching practice
regular, scheduled professional discussion that focuses on outcomes for priority learners.

Next steps

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

deepening understandings of evaluation to determine the significance of initiatives and actions on improved outcomes for students, and to support better decision-making.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Alan Wynyard
Director Review and Improvement Services Central

Te Tai Pokapū - Central Region

11 October 2018

About the school

Location	Whanganui
Ministry of Education profile number	2348
School type	Contributing (Years 1 to 6)
School roll	144
Gender composition	Female 52%, Male 48%
Ethnic composition	Māori 30% Pākehā 67% Other ethnic groups 3%
Students with Ongoing Resourcing Funding (ORS)	Yes
Review team on site	August 2018
Date of this report	11 October 2018
Most recent ERO report(s)	Education Review December 2015 Education Review December 2012 Education Review January 2009

Churton School - 08/12/2015

08 Dec 2015

Findings

The Churton School curriculum promotes engagement, learning, progress and achievement for most students. Participation in co-curricular activities and the life of the school is successfully encouraged, and respectful relationships are evident. School leaders are building internal evaluation practice to strengthen their capacity to improve school performance and student achievement.

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?

Churton School is a Years 1 to 6 primary, situated on the outskirts of Whanganui in a semi-rural setting. At the time of this review there were 142 students on the roll and approximately a third identify as Maori.

School leaders and teachers have been involved in the Ministry of Education (the Ministry) funded professional development programme about Leadership and Assessment aimed at increasing teacher capability and raising student achievement. The school has also been part of the Ministry's Mathematics Support Teacher (MST) initiative that targets students who are well below the National Standard in mathematics.

The school has a sound reporting history with the ERO. School leaders have addressed the areas for improvement from the December 2012 ERO report, although some next steps continue to be a focus for ongoing review and development.

2 Learning

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

Many students at Churton School achieve at or above in relation to the National Standards. The 2014 reported data indicates that in reading and mathematics around three-quarters of all students achieved at or above National Standards, and in writing, two-thirds of students. Reported achievement in relation to National Standards is at similar levels to when ERO last reviewed the school.

Girls are generally outperforming boys, with the biggest difference in writing. Māori student achievement is below that of their peers across the core learning areas, with significant gaps in mathematics and writing. Leaders' strategic planning recognises the need to raise achievement generally, and in particular for Māori students and for all students in writing.

A well-considered range of assessment tools is used to gather and collate data. Teachers systematically use the information to identify students’ learning needs and inform decisions about how they will respond. Teachers closely track and monitor student achievement and progress.

Teachers have recently implemented assessment frameworks in reading and writing to enable them to effectively measure students’ learning and progress over time. Individual students who are at risk of underachievement are targeted for additional support.

School leaders have strengthened the reliability and consistency of teachers’ use of assessment data. Teachers are provided with clearly articulated guidance for making overall teacher judgements about students' achievement in relation to National Standards. Regular moderation within school and through a cluster of other local schools promotes consistency and accuracy of assessment judgements.

Parents receive written reports twice yearly about their child’s progress and achievement in relation to National Standards. These include next steps for improvement and how parents can support further learning at home.

Students are encouraged to take ownership of, and responsibility for, their learning. Teachers are increasingly sharing progress and achievement information with them and discussing their next steps for improvement. Students are supported to build their understanding of learning and of themselves as learners.

Teachers have useful opportunities to consider the effectiveness of their performance and share good practice. Regular meetings promote discussion and reflection on the achievement and progress of all students, with particular emphasis on target students.

Trustees receive detailed assessment information about student’ levels of achievement and engagement to inform their decision making. The charter and annual targets focus on establishing and improving a range of conditions for learning to promote successful outcomes for all students. They provide direction for the board's resourcing decisions.

3 Curriculum

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

The Churton School curriculum promotes engagement, learning, progress and achievement for most students. It is strongly linked to The New Zealand Curriculum. It includes clear references to the key competencies and how these are to be integrated.

The curriculum is underpinned by the school’s vision and values. Strategies developed in line with these promote student wellbeing and contribute to students feeling a sense of connection and belonging. Students enjoy a range of opportunities for learning both inside and outside the classroom. Positive engagement in co-curricular activities and the life of the school is successfully promoted. Students are positive about their school and say that it is a safe place for them.

Clear and specific guidance assists teachers to deliver programmes for literacy and mathematics. Other learning areas of The New Zealand Curriculum are covered and integrated into an inquiry learning approach.

The school development plan describes what the quality of teaching is expected to be at Churton School. Teachers are using current best practice research to guide thinking and make decisions about strategies to raise achievement.

Classrooms observed by ERO had a calm, relaxed and purposeful tone. Students were highly engaged in their learning. Activities were differentiated to respond to students’ abilities and strengths. Opportunities are provided for students to take increased ownership of their own learning.

Respectful and reciprocal relationships that promote learning were clearly evident across the school. Children are confident communicators. They are able to reflect on their own work and support the learning of their peers.

Children with additional learning needs are well catered for through a holistic approach. Teachers work collaboratively with parents, external agencies and each other to address the needs of individual students. Teachers use a wide range of tailored strategies to promote children’s oral language development.

Learning is well resourced. Significant recent developments in eLearning and an increase in the provision and use of digital technologies are intended to enhance teaching and learning.

ERO and school leaders agree that it is timely to review the Churton School curriculum to evaluate how effectively it:

reflects the principles of The New Zealand Curriculum
responds to students’ language, culture and identity
promotes accelerated progress and achievement in literacy and mathematics
fosters literacy and numeracy learning in other curriculum areas.

Parents engage with the school through a variety of cultural activities and sports. They are provided with opportunities to build understanding of their child’s learning. A range of strategies support good communication with parents. Senior leaders and teachers should continue to develop partnerships with parents and whānau to promote student learning, particularly for target students.

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

The school is developing its capacity to promote success for Māori, as Māori.

There is a commitment to continuing to build teacher capability and confidence in te reo me ngā tikanga Māori. Teachers have undertaken professional development in te reo Māori. There is a teacher-led kapa haka group and basic te reo Māori is used throughout the school.

The school has established connections and relationships with local iwi and hapū. Students have the opportunity to participate in learning opportunities at the local marae.

Strengthening the curriculum and its effectiveness in responding to Māori learners and continuing to build teachers' capability should lead to improvements in outcomes.

4 Sustainable Performance

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

Churton School is strengthening its capacity to sustain and improve its performance.

Trustees are continuing to build their understanding of their roles and responsibilities through regular training and support.

The school is developing effective systems to support teachers to improve their practice. Teachers have opportunities to set goals and reflect on their progress. A framework and process is in place that encourages teachers to inquire into the effectiveness of their practice for student learning. Appraisal has been reviewed and strengthened to be more consistent.

The system to collect a broad range of evidence for practising certificate endorsement is sound and has the potential to be effective in supporting teachers to improve their practice. Teachers’ next steps for development are identified and actions are formulated.

Teachers are collegial and collaborative. Improving the quality of professional conversations and feedback has been a focus for school-wide development. They regularly discuss the learning and wellbeing needs of students. Conversations facilitate review of teaching strategies and focus on improving progress for targeted students.

The principal’s appraisal has been strengthened through use of an external consultant and the implementation of a robust and challenging process.

School-wide review and reflection is evident. Aspects of the process lead to improvements in student wellbeing and some areas of academic achievement. It is timely to strengthen the effectiveness of the school's internal evaluation. Further increasing its rigour and quality should include:

setting more specific and measurable goals for improvement
aligning goals to school strategic priorities
linking goals directly to outcomes for students
using evaluation to work out what makes the biggest difference to students' learning.

Strengthening evaluation would assist teachers and leaders to measure the impact of the curriculum and the effectiveness of teaching. Their decisions about strategies to accelerate progress and raise achievement are more likely to be based on firm evidence.

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.

During the review ERO identified an area of non-compliance with requirements for police vetting of non-teaching staff.

To meet legislative requirements the board of trustees must ensure that every person who is appointed to a position at the school, who is not a registered teacher, who works at the school during normal school hours and has unsupervised access to children, is police vetted, and that the police vetting is renewed every three years.[Section 77A State Sector Act; Good practice; Ministry of Education Guidelines]

Conclusion

ERO is likely to carry out the next review in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

8 December 2015

About the School

Location	Whanganui
Ministry of Education profile number	2348
School type	Contributing (Years 1 to 6)
School roll	133
Gender composition	Boys 51%, Girls 49%
Ethnic composition	Māori Pākehā	35% 65%
Review team on site	October 2015
Date of this report	8 December 2015
Most recent ERO report(s)	Education Review Education Review Education Review	December 2012 January 2009 December 2006