Twyford School

School Context

Twyford School is located on the outskirts of Hastings in a semi-rural location. It has 173 students, and 21% identify as Māori.

The school’s mission is to promote quality learning in a family environment. Valued outcomes for learners include that they feel valued by all staff, they experience personal success and are happy. The recently refreshed values of honesty, duty and courage underpin school practices. The school continues its strategic focus on improving provision and outcomes for Māori learners.

The school’s achievement targets include increasing achievement against national expectations and accelerating the progress of those students who need this for equitable learning outcomes.

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

• reading, writing and mathematics

• progress of targeted learners

• learning interventions

• wellbeing.

There is stable staffing and leadership. Teachers continue to undertake professional development and learning (PLD) in te reo me ngā tikanga Māori and mathematics. Leadership PLD in growth coaching is occurring to better support teachers to develop their practice.

The school is a member of the Whirinaki 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?

Most students achieve curriculum expectations in reading, writing and mathematics. There is an improving trend of achievement for mathematics over time, especially for boys.

The school is successfully addressing disparity for Māori students in each of these learning areas. This is particularly evident in the 2017 achievement data for reading and mathematics. There is still some disparity in writing achievement for boys.

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

There is evidence of accelerated learning for students at risk of underachievement, particularly for Māori learners and in mathematics.Useful systems support teachers, leaders and trustees to know about students’ learning and accelerated progress.

Learners with additional needs are well identified, their needs recognised and programmes of support put in place. External resourcing and expertise supports this provision appropriately.

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?

The school has strengthened its responsiveness to Māori learners and their families. Te ao Māori and locally based tikanga are valued and purposefully integrated across many aspects of school operations, practice and curriculum. Māori students’ and whānau connections to their culture, language and identity are actively fostered. Teachers continue to strengthen their cultural knowledge and competence. The school’s education plan, Te Ara Māori, respectfully developed in partnership with whānau Māori, provides a useful framework for sustaining improvement and guiding ongoing development.

The reviewed and strengthened curriculum enables teachers to better respond to students and develop them as confident, actively involved learners. This includes the promotion of self-directed learning through a range of well-considered strategies and learning experiences which help children to engage and make connections. There are regular opportunities for students to contribute meaningfully to the learning of others.

Children are well known by all staff who care abouttheir learning and wellbeing. Warm, respectful relationships are highly evident. School practices and the environment promote learning and foster students’ and families’ sense of belonging. Students’ views and contributions to school life are highly valued and actively sought to inform decision-making. Their leadership is well fostered and supported.

School leaders work well together to promote student success and a shared vision for improvement. There is a clear focus on building consistency of practice and the capability of teachers to better respond to learners through coaching, appraisal and targeted PLD. They continue to develop useful systems to sharpen the collective focus on promoting progress and accelerating learning.

School leaders and trustees strongly focus on raising student achievement and promoting equity. Trustees undertake their roles and responsibilities diligently and demonstrate a good understanding of their stewardship role. Members actively contribute a range of strengths and skills to build their collective capacity. They serve their community well through building strong, reciprocal relationships with families, iwi and the local community and promote their participation to inform direction and decision-making.

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

A next step is to further build inquiry and internal evaluation processes and practice to better determine the effectiveness of actions and strategies in promoting improvement. This should be supported by:

• continuing to clearly identify the valued, intended outcomes for children

• establishing a clear process for evaluation

• further aligning systems and processes to promote cohesion.

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.

4 Going forward

Key strengths of the school

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

• the ongoing, deliberate focus on strengthening cultural responsiveness that is improving outcomes for Māori learners

• respectful relationships and schoolwide practices that promote engagement, learning and foster students’ and families’ sense of belonging

• trustees’ and leaders’ focus on improvement and raising student achievement and promoting equity, supported by effective communication, systems and processes.

Next steps

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

• continuing to clearly identify the valued, intended outcomes for learners

• building inquiry and internal evaluation processes and practice to better determine the effectiveness of actions and strategies in promoting improvement.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

6 August 2018

About the school

Location	Hastings
Ministry of Education profile number	2711
School type	Full primary (Years 1 to 8)
School roll	173
Gender composition	Female 50%, Male 50%
Ethnic composition	Māori 21% Pākehā 65% Other European 5% Pacific 2% Other ethnic groups 7%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	June 2018
Date of this report	6 August 2018
Most recent ERO report(s)	Education Review June 2015 Education Review June 2012 Education Review January 2009

Findings

Leaders promote the school’s vision for confident, successful learners. Students’ progress and achievement is supported by improved assessment practices and well-targeted initiatives. Māori students’ identity as Māori is promoted. A focus on evaluating effectiveness contributes to decisionmaking and improvement. Next steps are to develop a cohesive curriculum framework and further align strategic planning and self review.

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?

Twyford School is located in a rural setting near Hastings and students attend from a wide geographical area. The school caters for 160 Years 1 to 8 students, including an increasing number of Māori students, currently 25% of the roll. Most students remain at the school for eight years of schooling.

Many families have long associations with the school and are active supporters of school events. The school promotes a sense of belonging through a family orientation. This is promoted through the established use of ‘buddy’ systems which support students new to school and promote ongoing student relationships.

A new leadership team is in place following the recent appointment of a principal and two senior leaders.

The school has participated in Ministry of Education projects focused on accelerating learners’ progress in writing and mathematics. Provision for e-learning has been reviewed and the school has increased student access to digital resources.

The school has addressed the areas for improvement identified in ERO’s 2012 report.

2 Learning

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

The school uses student achievement information well to make positive changes to learners’ progress and achievement.

Leaders, trustees and teachers collectively focus on accelerating the learning progress of students at risk of not achieving. Charter targets set in relation to achievement data and identified areas of priority are monitored, and progress towards targets is regularly reported.

There are increased expectations for teachers to analyse, reflect and respond to assessment information through their teaching. Teachers are supported to identify specific needs of their learners, monitor their progress and evaluate the effectiveness of their teaching strategies in promoting learning.

Leaders inquire into trends and patterns in student achievement data to evaluate the effectiveness of actions and interventions and identify areas for ongoing improvement.

School data shows that most students achieve at or above National Standards in reading, writing and mathematics. Improved achievement has occurred in 2014 in targeted areas of mathematics and writing, and for Māori students. The school has appropriately identified reading as an area for focus in 2015, along with boys’ achievement in literacy. Continuing to raise the achievement of Māori students is a focus of staff and trustees.

Teachers have strengthened their understanding and systems for making valid judgements in relation to National Standards. Clear guidelines have been developed and in-school moderation is occurring. Further development of moderation processes is planned to strengthen the robustness of judgements.

Students are supported to understand their progress and learning through their involvement in assessment and learning pathway conferences with their families. Written reports give good information to families about the learning and progress of their children. They provide clear next steps for learning and useful support for families to contribute to the learning process. Improved reporting practices give clearer information for students in junior classes.

3 Curriculum

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

School leaders set a clear direction for learning and teaching at Twyford School that appropriately responds to parents’ aspirations and the needs, strengths and interests of their students. They identify a next step is to develop a cohesive curriculum framework to better reflect the school’s vision for confident, successful learners. Review and development of curriculum documents and implementation should ensure:

• a locally based context for learning and teaching is reflected
• the full range of principles from The New Zealand Curriculum are integrated
• clear expectations for curriculum delivery, including culturally responsive practices, are articulated.

Students confidently and enthusiastically participate in learning and school activities. They have frequent opportunities to collaborate in their learning. Students enjoy positive interactions with teachers and other students. Participation in wider community activities is encouraged and well supported.

Teachers carefully consider their approach and are well prepared for teaching. They provide students with a clear focus for their learning and are working to promote their ownership of learning. Students with additional learning needs, including English language learners, are well included in the school and provided with targeted support in consultation with their families.

Teachers have clear expectations for students’ positive and sustained engagement in learning. Shared school values are promoted. Attractive, orderly and well-resourced environments provide good support for students in their learning.

Learning partnerships with parents and families are fostered and actively promoted. Regular, specific and timely communication supports students’ wellbeing and learning.

Pacific learners are identified and their achievement is monitored. Teachers build meaningful relationships with families. Leaders are considering ways to further strengthen the school’s responsiveness to these learners.

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

The school has a clearly articulated vision for the success of Māori students, as Māori. This appropriately reflects whānau aspirations and provides good direction for ongoing improvement. Māori students’ identity as Māori is promoted, and their language and culture are valued and affirmed.

There has been significant improvement in the school’s provision for Māori learners. A number of school initiatives have occurred or been strengthened to promote te ao Māori and support students within the school. This includes development of schoolwide tikanga Māori and strengthening of links with their local marae.

Development has been guided by the well-monitored and carefully considered implementation of the strategic plan ‘Te Oho’. This is well supported by the commitment and involvement of whānau, trustees, school leaders and teachers.

Positive outcomes include improved levels of Māori student achievement, reported increase in confidence, and greater involvement of whānau in school life and decision-making. A planned review of Te Oho should continue to build on successes.

Teachers are committed to the learning and teaching of te reo me ngā tikanga Māori. A next step is to continue to explore aspects of culturally responsive practices which support the school’s vision for success.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. Positive outcomes for all learners are promoted through a range of targeted initiatives and well-considered systems and practices. A strong focus on effectiveness and determining the impact of initiatives and developments supports decision-making and improvement.

A new leadership team provides clear direction and vision for development and improvement. Leaders work collaboratively and consultatively to implement change. They model and support an inquiring approach to teaching and improvement. They articulate high expectations for teachers and student success, and foster a learning community where teachers are supported to contribute and grow.

The school is well governed. Trustees are appropriately focused on improving outcomes for students and make well-informed decisions. The board strategically provides resourcing for development. School leaders and staff are valued and supported. Trustees bring a range of expertise and experience to the job and are regularly and actively involved in the life of the school.

Leaders and trustees demonstrate a consultative and responsive approach to development. They actively seek and respond to the aspirations and views of parents, teachers and students.

Appraisal and attestation processes have been strengthened to better align with the Registered Teacher Criteria, increase teacher input into the process and provide an evidence base for effective practice. The process supports school priorities and promotes teachers’ development. Further refining and embedding should strengthen the process.

A 2015 schedule for self review has been developed to reflect school priorities. Ensuring there is a clear, shared self-review process which aligns with strategic and annual planning should strengthen practice. The school recognises a next step is to provide avenues for richer consultation with parents and families to inform decision-making and evaluation.

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.

Conclusion

Leaders promote the school’s vision for confident, successful learners. Students’ progress and achievement is supported by improved assessment practices and well-targeted initiatives. Māori students’ identity as Māori is promoted. A focus on evaluating effectiveness contributes to decisionmaking and improvement. Next steps are to develop a cohesive curriculum framework and further align strategic planning and self review.

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

Joyce Gebbie

Deputy Chief Review Officer Central

19 June 2015

About the School

Location	Hastings
Ministry of Education profile number	2711
School type	Full Primary (Years 1 to 8)
School roll	160
Gender composition	Male 53%, Female 47 %
Ethnic composition	Pākehā Māori Other ethnic groups	66% 25% 9%
Review team on site	April 2015
Date of this report	19 June 2015
Most recent ERO report(s)	Education Review Education Review Education Review	June 2012 January 2009 January 2006