Sherwood School (Hawkes Bay)

School Context

Sherwood School, rurally located in Takapau, Central Hawke's Bay, has students in Years 1 to 8. At the time of this review, the roll was 26.

Recent school review is focused on the refining the vision and values based round the giant totara tree growing in the adjacent reserve. Values include: Excellence, Integrity, Sustainability and Respect.

Key strategic goals include raising the achievement levels of priority learners including Māori, developing the curriculum, and enhancing communication with whānau and the wider community.

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

• reading, writing and mathematics
• specific interventions.

A new principal was appointed in 2015.

The school is a member of the Te Angi Angi 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 continues to achieve equitable and excellent outcomes for most students in reading, writing and mathematics. Small numbers at each year level, and the fluid nature of the roll can cause wide variations in outcomes. Girls consistently achieve better than boys.

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

The school responds well to those Māori and other students whose learning needs acceleration. The 2017 target group, included Māori and boys who were at risk of not achieving in writing. The 2018 group was focused on reading. In both years all students who remained at school over the year made accelerated progress.

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 use a variety of appropriate school-based and standardised assessment tools. Achievement information is used well by staff to plan learning programmes and meet children’s individual learning needs. Students at risk of not achieving are well identified. Their learning is supported by a range of approaches and interventions. These are shared with parents and whānau. Progress is regularly monitored, tracked and reported.

Students benefit from a purposeful, schoolwide learning environment. They are on task and engaged in their learning. Relationships among students and teachers are positive and respectful. Parents and wider community are supportive of the school and provide further options for student learning. The holistic wellbeing of each child is a priority.

A broad curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic and leadership activities. It is responsive to their interests and needs and uses local community themes and contexts. Students are taking increasing responsibility for their learning. Their voice is valued and contributes to decisions about contexts for learning. Digital technology is used appropriately to support class programmes.

The development of the school's capacity to improve student outcomes is seen as a priority. Professional learning supports teachers to work collaboratively to strengthen their knowledge and practice. The appraisal process is improvement focused. Teaching innovations and responsiveness are enhanced through collegial inquiries that explore new strategies and the impacts on improving student achievement.

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

The principal agrees with the need to more deeply analyse and widen the use of achievement information, to improve responses to individual needs and track the rate of progress of target and other students. This should enable teachers to better identify and regularly report on how effectively they are accelerating the progress of priority learners.

Trustees have a strategic goal to grow the cultural responsiveness of school practices and curriculum. ERO’s external evaluation supports the focus to further develop the culturally located curriculum to positively reflect the importance and presence of te ao Māori schoolwide.

Trustees and teachers reflect on practice and use research and data to inform changes. The school should continue to develop a shared understanding of evaluation to strengthen its capacity to sustain ongoing improvement. This should enable evidence-based judgements to be made about the effectiveness of initiatives and resourcing in promoting positive outcomes for students.

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-compliance in relation to policy matters concerning curriculum coverage and student wellbeing.

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

• provide students in [Year 7] with appropriate career education and guidance that is designed to prepare them to join the workforce or undertake further education or training when they leave school
  [Section 77 Education Act 1989]
• offer students [Years 7-10] opportunities for learning second or subsequent languages 
  [The New Zealand Curriculum]
• adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community 
  [Section 60B Education Act 1989]
• implement systems to support internet safety/security including cyber bullying 
  [NAG5]
• ensure that policies, practices and procedures on surrender and retention of property and searches of students by the principal, teachers and authorised staff members comply with the Rules regulating the practice and procedure made by the Secretary for Education 
  [139AAA to 139AAF of the Education Act 1989]
• further develop policies, procedures and practices on good behaviour management practice, including elimination of seclusion and the need to minimise physical restraint for students and staff wellbeing that follow Ministry of Education’s guidelines 
  [Sections 139AB to 139AE Education Act ‘89]
• ensure policy is updated to include children’s workers who work alone with or have primary responsibility or authority over children.
  [Vulnerable Children Act 2014]

Areas for improved compliance practice

To improve current practice, the board of trustees should:

• ensure alignment between policy and procedures when policies or practice change
• regularly schedule and report emergency practice and drills
• meet the requirements for the archiving of school records.

4 Going forward

Key strengths of the school

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

• the learning environment that is positive and respectful and supports students’ engagement
• a collaborative approach and clear expectations from trustees and teachers that promote improved outcomes for students
• the curriculum that provides extensive opportunities for students to engage in a wide range of activities.

Next steps

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

• more deeply analysing and widening the use of achievement information to better respond to individual needs and accelerate the progress of priority learners
• enhancing the curriculum to positively reflect the importance and presence of te ao Māori across the school
• growing shared understanding and use of evaluation to strengthen the school’s capacity to sustain ongoing improvement.

ERO’s next external evaluation process and timing

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

Phil Cowie

Director Review and Improvement Services

Central Region

17 December 2018

About the school