Wilford School

Findings

Good progress has been made since the 2018 ERO report in assessment and growing teacher capability. Curriculum development and review has continued and there are good systems for tracking and monitoring student achievement. Good support for the Ngā Puāwai programme are in place. Strengthening planning and evaluation to improve student outcomes remains a priority.

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Wilford School’s performance in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this school’s review?

Wilford School is a multicultural, full primary school situated in Petone, Lower Hutt. It caters for students in Years 1 to 8. At the time of this review 342 students were on the roll, 29% of whom identified as Māori and 7% as Pacific.

Ngā Puawai Whānau comprises two Māori immersion classes catering for students in Years 1 to 7. The programme is based on Te Marautanga o Aotearoa. Student progress and achievement is assessed against Ngā Whanaketanga Rumaki Māori. 

The board has continued to support leadership and curriculum development for the principal and teachers. The school has accessed several Ministry of Education (MoE) support services. Limited Statutory Managers have worked with leaders and trustees to guide and support significant aspects of school operation.

The school has a Ministry of Education enrolment scheme in place.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

Wilford School has been involved in a 1 to 2 year review process with ERO to support school progress and development. The review has included several meetings to determine the following agreed priorities:

• developing a well-documented, localised curriculum for both Ngā Puāwai and mainstream classes
• providing the Ngā Puāwai teachers with high quality professional support and advice and guidance
• promoting teacher development through a robust and consistent implementation of a rigorous appraisal process
• enhancing the use of data to enable leaders and teachers to more deeply analyse and effectively use information to improve outcomes for all students
• strengthening schoolwide strategic planning and internal evaluation.

Progress

Trustees and leaders have made good progress in reviewing, refining and developing a range of appropriate systems and processes, to better support school operations and promote student achievement. A sound policy and procedure framework now guides schoolwide decision making. A more considered approach to change management is increasing a shared understanding and acceptance of new approaches and direction.

The appraisal system is now appropriately implemented to support teacher growth and development of effective practice.

Leaders reviewed and developed the Wilford School curriculum. This document outlines key school values and important expectations for teaching and learning. Essence statements for each learning area are included. The initial graduate learner profile is being reviewed to better state expectations for positive student outcomes.

Teachers in Ngā Puāwai have been well supported with an appropriate range of external expertise and sound mentoring by senior leaders. Supporting the teachers with professional development in second language learning is an area for development. An initial curriculum document has been developed that guides teaching and learning. Student achievement has improved significantly, especially in Pānui and Pangarau.

Significant progress has been made in identifying, tracking and monitoring students at risk of not achieving. Appropriate tools are used to gather relevant achievement information. This data is soundly analysed for overall patterns and trends and is shared with trustees to inform decision making and review.

Clear expectations are in place for the use of student achievement information by teachers in planning, teaching and reporting. Collaborative consideration of learning and planning are in place in each syndicate. Students with identified high learning needs are well supported.

Key next steps

Tracking, monitoring, and reporting of student achievement at schoolwide and board levels is based on the broad bands of well below, below, at or above expected curriculum levels. It would be useful to track, and report rates of progress made by individuals and cohorts. This should enable leaders and trustees to more effectively:

• set and regularly monitor targets for accelerating the rate of progress for students at risk of not achieving
• respond promptly to emerging trends and patterns
• evaluate the impact of programmes and initiatives on improving outcomes for priority learners.

While there has been significant curriculum development, there remain some areas requiring further refinement. Providing explicit guidance for the teaching programmes, especially in literacy and numeracy, and using local concepts, themes and history in the curriculum for both Ngā Puāwai and mainstream classes are needed. Having the Ngā Puāwai curriculum and learner profile in te reo Māori should better reflect the intent and scope of teaching and learning in te ao Māori.

3 Sustainable performance and self review

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

Wilford School has made sound progress in improving and reviewing its performance.

The board of trustees changed significantly at the 2019 election. Trustees are utilising a range of professional supports through the New Zealand School Trustees Association. The MoE intervention through the Limited Statutory Manager finished at the end of 2018.

The stable leadership team has benefited from a range of professional development and support to grow school leadership capability.

Strengthening internal evaluation was identified as a priority in the 2018 ERO review. This remains an area for development. Review processes remain largely action or input focused. Some new initiatives and programmes have been introduced that do not link specifically with the school’s strategic improvement priorities. Before significant new approaches are introduced it is imperative that trustees and leaders:

• ensure alignment with the school strategic direction
• develop a full, thoroughly documented plan for each initiative
• identify and articulate key intended outcomes and indicators of success, and how they will be measured
• provide explicit expectations for teachers before beginning to trial initiatives
• thoroughly evaluate progress at key points in the process to track the effectiveness of the programme.

This should better enable teachers and leaders to effectively support teaching and learning and improve outcomes for students.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code. At the time of this review, there were four international students attending the school. 

ERO’s investigations confirmed that the school’s self-review process for international students are appropriate. Sound systems, processes and practices guide provision for international 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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

Conclusion

Good progress has been made since the 2018 ERO report in assessment and growing teacher capability. Curriculum development and review has continued and there are good systems for tracking and monitoring student achievement. Good support for the Ngā Puāwai programme are in place. Strengthening planning and evaluation to improve student outcomes remains a priority.

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Wilford School’s performance in achieving valued outcomes for its students is: Developing.

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

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

1 November 2019

About the School