Findings
Normandale School is soundly led and governed. Students, including Māori, achieve well across learning areas. They experience a rich, responsive curriculum. Students communicate widely through digital technology and share their learning through individual and class blogs. Teachers’ professional development is having a positive impact on student learning. Review processes result in school improvement.
ERO is likely to carry out the next review in four-to-five years.
1 Context
What are the important features of this school that have an impact on student learning?
Normandale School, in the Hutt Valley, caters for students in Years 1 to 6. The roll of 161 students includes 7% who identify as Māori. Significant roll growth has resulted in an additional class being established and maintained.
Since the November 2011 ERO review there have been changes in the leadership team and teaching staff. A special needs co-ordinator position has been established to support and track student achievement.
Teachers have engaged in professional development, which has led to substantial changes in teaching practice in areas of writing and e-learning.
Staff and students know each other well. Students interact across the school, in both learning and social contexts.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Data is used well to support student learning and progress.
School-reported achievement information shows that in 2013, the majority of students achieved at or above National Standards expectations in reading and mathematics. The information shows that many students also achieve at expectation in writing. Writing is a focus area for teacher development and changing practices are beginning to impact positively on student achievement. The 2013 school-reported achievement information indicates that Māori students are achieving above their peers overall in literacy and mathematics.
Teachers use data well to group students and to plan teaching programmes. They actively reflect on their practices and work collaboratively to support students at risk of not achieving. Students identified as having specific learning needs are appropriately catered for.
Leaders also use information to identify groups of students in need of additional teaching and to track progress. Staff have reviewed their understanding of National Standards to maintain consistency of teacher judgements.
Parents receive timely information about their child’s learning. They have regular opportunities to discuss current learning priorities with the student and their teacher. Open communication and a family-friendly environment contribute to warm relationships and positive partnerships for learning.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school curriculum provides students with opportunities that effectively promote and support their learning. There is an appropriate focus on literacy and mathematics.
The New Zealand Curriculum is the basis for the school’s curriculum. Students engage in a wide range of learning experiences within and outside the classroom, particularly local settings. Documentation has been recently reviewed in consultation with parents, staff and students. A clear rationale for choices made in the design of the curriculum is evident
Learning is integrated across curriculum areas in authentic, interesting contexts. Teachers’ strengths and interests support and strengthen delivery. E-learning practices are woven seamlessly into the curriculum, used to share student learning across the wider world and to share student e-portfolios with parents.
Teachers make consistent use of effective teaching strategies to promote student engagement, learning and progress. Classrooms have a positive working tone. Lessons are well paced and learning environments are vibrant.
Many students take ownership of their learning. They are encouraged to articulate its purpose, the support they need and their next steps to make progress. They share their learning with parents on personal and class blogs and take an active part in the reporting process.
Students’ efforts are acknowledged and celebrated. Respectful reciprocal relationships are evident between students and with teachers. The school environment is inclusive of all learners.
How effectively does the school promote educational success for Māori, as Māori?
Māori students have opportunities to take on leadership responsibilities within cultural activities.
Whānau of Māori students are consulted for their views about what the school is doing well and how it can strengthen what it is doing for Māori learners. Partnerships are developing between school, whānau and the wider Māori community. Teachers and students are supported to develop their confidence and competence in the understanding and use of te reo and tikanga Māori. Teachers continue to develop the curriculum to respond to Māori students' strengths.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is very well placed to sustain and strengthen its performance. Internal review processes result in school improvement.
The principal provides effective leadership. She grows the leadership capabilities of staff. Well considered communication processes are evident. Senior leaders and teachers are reflective and responsive to the needs of students and their families. An effective learning community is established.
A robust appraisal process supports teacher development. Professional learning focuses on identified needs, interests and school priorities. This is having a positive impact on student learning. Teachers' inquiry processes are well developed. They focus on target students and result in meaningful changes to teacher practice.
Trustees are well informed about school operations. They have clear documents to guide practices and use appropriate processes for decision-making. A board review schedule informs policies and charter development.
Trustees are knowledgeable about student achievement. They receive useful, analysed reports which are used well to inform decision-making, set appropriate targets and monitor progress in student achievement.
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
Normandale School is soundly led and governed. Students, including Māori, achieve well across learning areas. They experience a rich, responsive curriculum. Students communicate widely through digital technology and share their learning through individual and class blogs. Teachers’ professional development is having a positive impact on student learning. Review processes result in school improvement.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
National Manager Review Services
Central Region
23 December 2014
About the School
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Location
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Hutt City
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Ministry of Education profile number
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2930
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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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161
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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
Other ethnic groups
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7%
83%
4%
6%
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Review team on site
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October 2014
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Date of this report
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23 December 2014
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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November 2011
December 2008
February 2006
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