1 Context
What are the important features of this school that have an impact on student learning?
Cloverlea School, on the outskirts of Palmerston North, caters for Years 1 to 6 students. Over one third of the roll identify as Māori (29%) or Pacific (7%). Good relationships have been established with the local community.
Students are enthusiastic and successful learners within a well-resourced environment. A caring and positive learning environment supports them to succeed. They are confident and respectful.
The school has a good ERO reporting history. The well-established and experienced senior leadership team has been deliberate in responding to the next steps for development identified in the 2010 ERO report. Trustees and senior leaders have built on the school community’s strengths.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Senior leaders, teachers and trustees use achievement information effectively to make positive changes to learners’ engagement and progress. Students achieve well.
A comprehensive range of assessment information reliably shows the achievement of individual and groups of students. This information is used to monitor and report students' progress and achievement to senior leaders and the board.
Students who require additional monitoring and support are identified. They are targeted for greater focus and prioritising of resourcing. Many make accelerated progress.
The school’s 2013 end-of-year assessment information indicates that most students are achieving at or above in relation to the National Standards in reading, writing and mathematics. Māori and Pacific students achieve and progress at similar levels to students overall in the school. The data shows that Year 6 students are mainly at or above the standard in reading, writing and mathematics as they leave for their next level of schooling.
Teachers use comprehensive and specific data about students' learning. Regular reference is made to National Standards' requirements as part of teaching and assessment practice. A sound process is used for making reliable judgements about students' achievement in relation to the National Standards. To continue to build teachers' knowledge and confidence in this area, senior leaders should formalise guidelines for National Standards' decision making.
Provision for students with special education needs focuses on individuals and their families, early intervention and using resources to best effect. Flexible practices, innovation and careful planning are evident. Teacher aides know the students well and work closely with teachers. Students’ transition into and beyond the school is well managed and is supported by professional relationships with external agencies and close collaboration with parents. Teachers have very good knowledge of current goals for learning and support each student’s progress effectively.
Parents receive comprehensive information about their children’s progress and achievement in a range of curriculum areas. They are aware of children's development of skills and attitudes for successful future learning. It is made clear how parents can assist their child’s learning. Purposeful learning relationships with parents support students’ progress.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Learners experience a rich and challenging school curriculum that fosters creativity and has a strong focus on literacy and mathematics. The curriculum reflects students' interests and is based on relevant contexts. It promotes students' progress and achievement effectively.
Teachers communicate high expectations for students to be confident and successful. High quality teaching practices are consistently evident across the school.
Classroom environments are purposeful and highly supportive of students’ learning. They are characterised by enthusiasm, respectful relationships and sustained engagement with challenging learning tasks. Students monitor their own learning and critically reflect on their progress.
Information and communication technologies (ICT) are successfully integrated into learning programmes. The range of devices available allows flexible use throughout the curriculum. Specific e-learning activities increase students' confidence and capability in using ICT.
Well-considered and flexible practices support new entrant children's transition to school. A strength is the familiarisation time for children and their families before enrolment. Transition for children with special requirements is tailored to their individual needs. The reception class contributes significantly to successful early learning. New entrant teachers see the integration of the early childhood curriculum, Te Whāriki, with the school’s curriculum as key to children making sound progress in their first year. Relationships with parents develop as respectful, trusting and informed partnerships.
Students’ sense of belonging and wellbeing are well supported. Regular opportunities are provided to for students to take on leadership roles.
How effectively does the school promote educational success for Māori, as Māori?
Within authentic learning contexts Māori students are actively engaged and have opportunities to succeed as Māori. Respectful relationships with Māori learners and their whānau enhance their achievement.
Te reo me ngā tikanga Māori are integrated in classroom programmes. Professional development based on Tātaiako - Cultural Competencies for Teachers of Māori Learners, supports leaders and teachers to build understanding of Māori beliefs and culture.
The school has consulted with Rangitaane O Manawatu and developed a reciprocal relationship through Whakapai Hauora and Te Hotu Manawa O Rangitaane O Manawatu Marae. A growing understanding of tikanga, kapa haka and marae kawa are features of the resulting programme involving iwi based tutors.
Trustees actively seek and consider the learning priorities of Māori whānau for their children. Continuing to build links with the Māori community is identified by the school as a next step.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and enhance its performance. Rigorous, evidence-based reflection is evident throughout the school. Self review supports a continuous cycle of development that improves learning outcomes for all students.
Performance management is thorough and focused on improvement. Teachers carefully consider how well their teaching responds to individual students' needs to increase progress. Teachers' development goals are linked to the school’s priorities, professional learning and current educational research. The principal’s appraisal goals are appropriate to his professional leadership role and the promotion of success for Māori.
Whole-school professional learning and development often uses staff expertise. It results in shared understanding of good practice that is likely to contribute to improved outcomes for students.
Leadership is distributed among the teaching staff. It is highly effective and focused on improving student learning and achievement. The principal and senior managers provide knowledgeable and capable professional leadership. They encourage initiative, recognise teachers’ strengths and empower individuals to grow as experts. Teachers are collaborative, innovative and forward thinking.
The board's governance of the school is highly effective. Trustees bring a range of skills to their role. Improving student outcomes is given priority. Decision making indicates a commitment to progress for every student, but particularly for those needing additional support. The impact of resourcing choices is emphasised. Trustees include parents in decision making, employing a range of strategies to seek their views and aspirations. Extending links with Rangitaane O Manawatu is positively supported by the board.
The school engages the community well in partnerships for learning and in a variety of schoolbased events.
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)
17 February 2014
About the School
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Location
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Palmerston North
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Ministry of Education profile number
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2350
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School type
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Contributing (Years 1 to 6)
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School roll
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297
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Gender composition
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Male 51%, Female 49%
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Ethnic composition
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Māori
NZ European/Pākehā
Pacific
Asian
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29%
61%
7%
3%
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Review team on site
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November 2013
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Date of this report
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17 February 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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January 2011
February 2008
May 2005
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