Coley Street School

Coley Street School - 11/09/2019

School Context

Coley Street School is in Foxton. It caters for students from Years 1 to 8. At the time of this review there were 235 children enrolled. Māori students comprise 54% of the roll.

The school states, The back bone of the school is PB4L (Positive Behaviour for Learning). These values ‘Caring, Proud, Striving, and Thinking all built on Trust’ provide the ‘house’ or framing to lead the school’s vision, ‘Always our best.’ The school has consulted with parents, whānau and community to form a list of key dispositions and attributes for a ‘Coley Kid’.

Strategic goals in 2019 include:

  • supporting the achievement of all students around the priority areas of reading, writing and mathematics in relation to The New Zealand Curriculum
  • ensuring the provision of an environment where the school community can be actively engaged in the teaching and learning of tamariki
  • ensuring the schoolwide behaviour management system (PB4L) fosters an environment where tamariki develop the ability to make positive choices that lead to social and academic success supported by whānau
  • supporting the health and wellbeing of students, staff and whānau.

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

  • achievement in reading, writing and mathematics in relation to the levels of The New Zealand Curriculum
  • progress and achievement in relation to school targets in reading, writing and mathematics
  • wellbeing and attendance
  • engagement and behaviour, PB4L.

School staff have undertaken professional development in Te Ao Māori, use of the Progress and Consistency Tool (PaCT) and PB4L practices. The leadership team has been working with an external provider to develop leadership capability.

The school has continued to develop its Modern Learning Environments (MLE) since the June 2016 ERO report. Two areas of the school, junior and senior, are now connected into ‘Hub’ spaces.

Coley Street School is part of the Kerekere Cluster and the Taitoko 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’s outcomes are continuing to improve towards equitable and excellent outcomes for all students. Achievement outcomes are trending upward. Data since 2016 shows gains have been made by all groups of students. Disparity has been reduced for boys and Māori children. The majority of students at the end of 2018 achieved at or above curriculum expectation in reading, writing and mathematics.

School reported information indicates students identified positive wellbeing.

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

The school effectively responds to those Māori and others at risk of underachievement.

Data from 2018, shows that the majority of students targeted in literacy made progress towards curriculum expectation with many making accelerated progress. Data for priority students in 2019 reflects a similar trajectory.

At the time of this review, data for students who were targeted in literacy and mathematics in 2019 indicates some have accelerated to being at or above curriculum expectations. Improving boys’ writing achievement has been an appropriate priority for the school. The 2019 writing data also shows most have increased their rates of progress and many of those targeted have made progress towards expectation.

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?

Leaders and teachers are focused on ensuring schoolwide practices and processes promote student voice and enable them to learn and achieve at the appropriate curriculum level. Effective tracking and monitoring systems are in place. Information is collated and shared appropriately across the school for teachers and leaders to be able to respond to students’ needs. Internal and external expertise is sought to provide timely and appropriate interventions and programmes.

Leaders and teachers are relationship focused and they know their learners and community well. Connections with local iwi, marae and kuia, and those with external expertise are used effectively and collaboratively. This support further strengthens understanding, development and learning opportunities of te reo me ngā tikanga Māori, and te ao Māori across the school for staff and students.

Learning environments reflect cooperation and respect. These are managed effectively to support participation, and engagement. Students are building self-management strategies and demonstrating confidence in their learning. Student leadership is promoted across the school.

Leadership demonstrates strategic resourcing through time, staff and tools to ensure staff can promote student participation and engagement. The common ‘PB4L’ language across the school promotes an environment that supports students’ learning and wellbeing.

Parents and whānau are valued and involved in school activities. Multiple opportunities are provided to students, their families, and teachers to be involved in the development, implementation and evaluation of the school curriculum. The school identifies and draws on community expertise and resources to support students and their families.

Teacher development builds capability linked to students’ outcomes in achievement, engagement and wellbeing. Teacher inquiries support the development of strategies and programmes to assist teaching and learning. School processes include opportunities for teachers and leaders to share their practice and learn from their peers.

The school charter and strategic goals clearly identify a direction toward equity and excellence for all students. The priorities for improvement are collaboratively developed by school leaders and trustees and are aligned to annual targets and include professional development appropriately.

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

The priority is to build on current strengths and achieve equity and excellence for all students.

It is timely to review the implemented innovations and practices in the school. This review should include evaluating the learning hubs to know the impact on students’ learning and wellbeing as the school looks to incorporate the MLE model across the school.

Leaders and teachers should strengthen their collective understanding of effective assessment practice. This should support teachers to make overall teacher judgements about each student’s achievement and identify progress and acceleration.

The school has been reviewing their documented curriculum to more closely reflect the community and links to the area. Continuing to develop the curriculum and delivery guidelines should enable the school to identify best practice.

Further development and understanding for leaders and teachers is needed in student agency, students leading their learning and student assessment for learning, to promote the school’s vision for successful learning.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Coley Street School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • identifying the learning needs of individual students and providing support that promotes achievement of equitable outcomes
  • teacher inquiry and professional development that grows collective capability to improve outcomes for learners
  • collaborative relationships between leadership, whānau and the community that supports and enhances students’ learning and wellbeing.

Next steps

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

  • strengthening collective understanding of assessment practice to ensure leaders and teachers keep their focus on accelerating learning for those students at risk of underachievement
  • continuing the development of an overarching curriculum document to provide expectations and guidance for teaching practice and learning and ensuring it reflects the current effective teaching practice and connections to place and context.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

11 September 2019

About the school

Location

Foxton

Ministry of Education profile number

2352

School type

Full primary (Years 1 - 8)

School roll

235

Gender composition

Female 55%, Male 45%

Ethnic composition

Māori 54%
NZ European/Pākehā 44%
Other ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2019

Date of this report

11 September 2019

Most recent ERO report(s)

Education Review June 2016
Education Review May 2013
Education Review April 2010

Coley Street School - 14/06/2016

1 Context

Coley Street School is located in the Horowhenua town of Foxton and caters for Years 1 to 8 students, of whom 47% identify as Māori. The school is in the process of refurbishing and modernising groups of classrooms to become shared learning hubs. A new administration block extends facilities and space for staff and student support. Upgraded playing fields, a recently developed bike track and fitness trail promote students' physical activity and wellbeing.

Staff have been involved in a range of professional learning and development programmes (PLD) funded through the Ministry of Education or other providers. Two senior managers and several staff have been appointed since the May 2013 ERO review.

2 Equity and excellence

The vision and valued outcomes for all children are directly related to the school's motto of 'Always our best'. The school's aim and mission are to develop 'Coley Kids' who are motivated, self-determining, innovative and connected and to provide all children with the values, attitudes and skills to be powerful lifelong learners.

The school's 2015 achievement information shows that one third of students achieve below National Standards expectations for reading and approximately half are below expectations for writing and mathematics. Rates of progress and achievement for Māori learners are below that of their peers. Although some Māori students show accelerated achievement over recent years, insufficient progress has been made for most learners requiring acceleration.

Since the last ERO evaluation the school has undertaken a wide range of PLD programmes to improve teachers' knowledge and practice in mathematics, literacy, digital technologies student wellbeing and positive behaviour for learning (PB4L). The board has provided extra staffing for targeted support of groups of students.

As a result of PLD, and senior teachers' inquiries into achievement data, leaders and teachers are using a wider range of tools and processes to analyse student needs. They are beginning to use deliberate actions and strategies to target and address these identified needs. The effectiveness of these strategies is yet to be measured.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school has recently developed useful systems and processes to more clearly identify Māori students at risk of not achieving. However,these have yet to impact effectively on the progress and achievement to the significant number of Māori students who continue to underachieve in relation to National Standards.

From 2016, processes have been strengthened so that individual needs are better known. Teachers respond to these students by grouping them appropriately to receive individualised targeted teaching. Learners are more closely monitored by the class teacher or special education needs coordinator (SENCO). Established networks for external specialist support are in place and assist responsive support for whānau.

Further focused action is required to accelerate the progress of Māori students at risk of not achieving equitable outcomes.

How effectively does this school respond to other children whose learning and achievement need acceleration?

Teachers are developing improved methods of using assessment information to better inform teaching strategies for these students. The increased use of high interest topics and integrated themes and contexts helps engage learners. Students make use of digital tools and programmes to help improve their learning. Increased collaboration amongst teams of teachers in each learning hub helps coordinate support and monitoring of students' learning. Some of these students' progress has been accelerated but leaders should ensure that all learners achieving below expectations are targeted for acceleration.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

An increasingly collaborative approach by leaders promotes schoolwide learning and innovation to respond to identified needs of learners. A plan has recently been developed for using literacy and mathematics assessment by the curriculum leader to support teachers’ deliberate strategies to target individual students’ needs. Leaders and staff participate in local Learning and Change network moderation meetings to promote consistency of judgements about students' achievement.

The school curriculum framework has recently been reviewed and developed through consultation. It provides useful guidelines and is closely aligned to the school’s charter priorities, values and goals. Leaders are in the process of developing learning area statements to better inform shared expectations for teaching, learning and assessment. Leaders actively seek perspectives of students which are reflected in programmes and practices.

An increased focus on including and celebrating te ao Māori in the curriculum is evident. Māori students are actively involved in cultural events including kapa haka, marae visits, powhiri and leadership in the school. The school has recently engaged a kaumatua in a cultural advisory role. Parents spoken to by ERO appreciate this focus and encourage further development in these areas.

Increased levels of parent engagement and learning partnerships are evident. The school has improved systems and processes to communicate with parents and whānau and to increase their involvement in decision making and developing expectations for learning. Student reporting processes have been improved as a result of parent consultation.

Students increasingly make decisions about how they learn best and use digital technology to extend and self-manage their learning. Student leadership is actively promoted through a range of cultural, sporting, academic and community events and activities. A sustained focus on student wellbeing and behaviours for successful learning is actively promoted. As a result a positive school tone and relationships are evident.

The appraisal process has recently been strengthened and provides regular opportunities for teachers and leaders to receive feedback and support to improve their practice. Building teachers' capacity through inquiry should help to inform responsive and innovative approaches to improve student outcomes.

Trustees are committed to ongoing improvement of the school. They work with the school community to consult on charter development and direction. Trustees support schoolwide initiatives to improve teaching and learning programmes. The board receives information about student achievement at least once per term.

To sustain ongoing improvement the school should further develop its understanding and use of effective internal evaluation. Leaders agree that further development of inquiry and evaluation processes is required. This should include:

  • comprehensive analysis of data to support trustees, leaders and teachers to recognise what works and for whom, and to make informed decisions about actions that effectively promote progress, achievement and equity of outcomes
  • a more systematic approach to policy review and reporting against charter targets to strengthen planning and decision-making.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • have not yet developed approaches that effectively meet the needs of each child
  • have not yet ensured the school is well placed to achieve and sustain equitable and excellent outcomes for all children.

To further raise the achievement for students at risk of poor educational outcomes, improved assessment, monitoring and evaluation processes from board level, to leaders and teachers need to be developed. These should include:

  • appropriate achievement targets that identify all groups of students whose learning needs accelerating
  • explicitly including the target students' learning outcomes in teachers' inquiries and appraisal goals
  • leaders developing appropriate processes to monitor target students' progress and providing information to assist planning and responsive teaching strategies
  • regular analysed reports to the board on progress towards the strategic achievement goals, to better monitor and evaluate the impact of interventions.

Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, ERO exemplars of good practice and the School Evaluation Indicators to address the findings of this evaluation and develop a Raising Achievement Plan that includes a significant focus on building teacher capability to accelerate learning and achievement.

As part of this review ERO will continue to monitor the school’s Raising Achievement plan and the progress the school makes. ERO is likely to carry out the next full review in three years.

6 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 the following:

  • Board administration

  • Curriculum

  • Management of health, safety and welfare

  • Personnel management

  • 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

  • Processes for appointing staff

  • Stand down, suspensions, expulsions and exclusions

  • Attendance

  • Compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendations

ERO recommends that trustees, leaders and teachers strengthen current practices, including internal evaluation, to more deliberately focus on strategies to reduce disparity of outcomes for Māori and other groups of learners. Accelerating the progress of these students is an urgent priority. 

Joyce Gebbie

Deputy Chief Review Officer Central

14 June 2016

About the school

Location

Foxton

Ministry of Education profile number

2352

School type

Full Primary (Years 1 to 8)

School roll

233

Gender composition

Boys 50%, Girls 50%

Ethnic composition

Māori

Pākehā

Other ethnic groups

47%

51%

2%

Review team on site

March 2016

Date of this report

14 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2013

April 2010

February 2007