Findings
Students engage purposefully in learning within a positive, inclusive environment. Teachers use a range of effective strategies to promote learning and engagement. More targeted teaching and inquiry is likely to accelerate student progress. Learning-focused partnerships and collaboration are features of the school. The new board is focused on continued improvement of outcomes for students.
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?
Solway School, Masterton caters for students in Years 1 to 6. At the time of the review, 205 students were enrolled, 35% of whom identify as Māori.
The leaders and teachers are mostly the same since the previous ERO review in 2011. An assistant principal has been recently appointed and several teachers have taken on new leadership roles in curriculum and assessment leadership. A feature of the school is the number of teachers who are in part-time or job share positions. Trustees and leaders are confident that this is managed well and has a positive impact on outcomes for students.
The board of trustees is newly appointed. Trustees have engaged in training to support them in their governance roles.
Since the previous ERO review, teachers have participated in professional development, the most significant being assessment of writing.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers and leaders use student achievement information well to:
- group students for instruction
- identify students at risk of not achieving at expected levels
- track and monitor student progress
- report to parents and whānau.
The school’s reported achievement information shows that most students achieve at and above the National Standards in reading, writing and mathematics. This data shows that students generally make very good progress in literacy over their time at school. The achievement of Māori students as a group is above their NZ European/Pākehā peers in mathematics and below in literacy.
Teachers have engaged in professional learning and moderation to improve the robustness of their judgements in relation to National Standards. Practice related to writing assessment information has improved. Teachers have identified that moderation of mathematics assessment is a next step.
Engaging parents and whānau in their children’s learning is a priority. They are well informed about their children’s achievement and progress across the curriculum. Partnerships for learning are purposefully promoted through achievement books and face-to-face discussions.
Students with special needs are identified and well supported in inclusive classroom programmes and individual or small group specialist programmes. Progress towards individual education plan goals is monitored regularly. Teachers have appropriately identified ways to improve assessment practice to better support students with special learning needs.
Key Next Steps
Teachers use action plans to record details about students who are not yet achieving at the National Standards. These should be developed further to include:
- analysed assessment and specific learning needs for each student
- targeted teaching strategies
- evaluation of the effectiveness of taught strategies.
More targeted teaching and inquiry is likely to lead to improvement for students whose progress needs to be accelerated.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum effectively promotes student learning. It is well aligned to The New Zealand Curriculum. The documented curriculum includes agreed values and clear expectations to guide teaching.
Teachers demonstrate good quality teaching practice. They communicate high expectations for student learning and behaviour. Teachers use a range of strategies to make learning explicit. Classroom environments promote learning and celebrate student work. There are opportunities for students requiring extension to take part in an internet–based enrichment programme. Digital technologies are used increasingly as tools to support learning.
Relationships between adults and students are positive and respectful. Students interact well with one another and are purposefully engaged in their learning. A recent wellbeing survey indicates most students feel happy and safe at school.
There is some reflection of students’ cultures in the curriculum. Students regularly receive Māori language tuition and teachers are committed to improving their knowledge and skill in this area.
How effectively does the school promote educational success for Māori, as Māori?
The school’s achievement information shows that most Māori students achieve well in relation to the National Standards, particularly in mathematics.
Whānau spoken with by ERO, appreciate the school’s positive culture and welcoming environment. Initiatives put in place to further promote culture and success for Māori learners include kapa haka tuition and a Māori language programme. There are Māori parent representatives on the board.
Next steps for trustees, leaders and teachers include:
- continuing to explore effective ways to discover the aspirations of whānau, hapu and iwi for their children’s success. These should be incorporated into ongoing curriculum review and development
- building teachers’ confidence and knowledge about te ao Māori so that there is increased reflection throughout the school and curriculum. Further consideration should be given to Tātaiako: Cultural competencies for teachers of Māori learners, to guide teacher development.
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.
The recently appointed trustees are committed to developing their understandings of governance roles and responsibilities. They are clearly focused on positive outcomes for students. Leaders ensure they are well informed about student achievement.
Senior leaders have complementary skills and demonstrate a team approach to decision-making. They foster the leadership of staff.
Teachers are reflective. They share their teaching practices and engage in collaborative discussion, focused on improving student outcomes. It is timely for the appraisal framework to be more closely aligned with the Registered Teacher Criteria. Leaders agree that teachers’ inquiry into the effectiveness of teaching strategies should be further developed.
Self-review processes have developed since the ERO 2011 review. There is close monitoring of student achievement as well as review which has lead to curriculum improvement. Curriculum self review should now be extended to be more evaluative. This is likely to lead to enhanced outcomes for students.
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
Students engage purposefully in learning within a positive, inclusive environment. Teachers use a range of effective strategies to promote learning and engagement. More targeted teaching and inquiry is likely to accelerate student progress. Learning-focused partnerships and collaboration are features of the school. The new board is focused on continued improvement of outcomes for students.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services
Central Region
18 August 2014
About the School
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Location
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Masterton
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Ministry of Education profile number
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2991
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School type
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Contributing Primary (Years 1 to 6)
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School roll
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205
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Gender composition
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Female 50%
Male 50%
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Ethnic composition
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NZ European/Pākehā
Māori
Other ethnic groups
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54%
36%
10%
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Review team on site
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June 2014
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Date of this report
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18 August 2014
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Most recent ERO report(s)
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Education Review
Supplementary Review
Education Review
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September 2011
October 2009
July 2008
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