Findings
The school makes good use of achievement information to identify and meet student learning needs. Teachers monitor students’ progress well. Reflective practice at leadership and teacher levels is effective and benefits student learning and wellbeing. The school has close relationships with parents and the local community. Plans to review and further develop strategic goals and the school’s curriculum will help the school to support student learning in future learning environments.
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?
The school has an inclusive culture for students who have a wide range of needs and interests. The board provides very good funding for student learning and wellbeing. A steady increase in the school roll is reflecting the changing nature of the local community. Recent building developments will provide suitable spaces for modern learning practices. Extensive grounds are well maintained with facilities that are shared with parents, the local community and an early childhood education centre.
The school has addressed most of the recommendations from the 2010 ERO review. Areas for further development include some aspects of curriculum review.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers use achievement information well to meet the learning needs of students. They have very good understanding of individual students and plan appropriately within class programmes to support their learning. Students at risk of not achieving are quickly identified and plans are put in place to specifically address their learning needs.
Teachers use specific and useful guidelines to make consistent decisions about the learning of students in their classes. Leaders effectively analyse syndicate and whole-school achievement information so they can target groups of students who need to improve achievement levels.
Teachers are very well supported by internal professional development and external advisors to extend the teaching practices that help to accelerate student achievement levels. The work of teacher aides further supports student learning within class programmes.
School achievement information shows that most students achieve at or above National Standards. Māori students achieve at similar levels to their peers in reading and mathematics, but not as well in writing. The tracking of progress over time shows there is steady progress towards meeting national expectations.
Leaders and ERO have identified next steps to further support students’ progress and achievement. These include:
- reviewing how school-wide board achievement targets are developed and reported
- extending ways of assessing and reporting student achievement across all curriculum areas, not just literacy and mathematics
- better informing students about their learning progress and achievement levels so they can more effectively set their own learning goals and take increasing responsibility for their own learning
- monitoring and evaluating the impact of teaching initiatives that aim to accelerate the achievement levels of students across all curriculum areas
- continuing to improve how students’ achievement is tracked and evaluated over time.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
Students’ learning in literacy and mathematics is well supported by the school’s curriculum and its implementation. Teachers have prepared comprehensive guidelines and expectations for learning and teaching in these areas. School values that underpin learning are clearly understood by students and staff.
Teachers are very well supported through professional development to meet the wide range of students’ learning needs and interests. They work collaboratively and share ideas about good practice that assist students’ learning.
Classroom programmes provide students with meaningful learning situations. Parent involvement is fostered through direct involvement in class programmes and through home learning. A range of technologies are used well to support student learning.
Leaders and ERO have identified areas of the school’s wider curriculum for review and development. These include:
- developing expectations and progressions for learning using key competencies, thinking and inquiry skills through the Amberley curriculum
- further development of the wider curriculum to include local contexts for student learning
- extending the curriculum to better reflect aspects of te ao Māori (Māori world view)
- continued development of a shared understanding of modern learning practices to ensure a consistent school-wide approach
- consolidate recent teacher professional development initiatives to ensure they are consistently implemented across all teaching practice.
How effectively does the school promote educational success for Māori, as Māori?
The school has taken a number of steps to build teachers’ understanding of Māori language and culture for the benefit of Māori students and all students. These include appointing a lead teacher with responsibilities for developing school-wide practices that particularly support Māori students, the use of external expertise to better support teacher development, and improved kapa haka opportunities for all students. New school-wide guidelines for teaching and learning opportunities in te reo and tikanga Māori, are helping the consistency of learning for all students.
To ensure that these recently introduced practices are sustained, monitored and improved the school needs to prepare a development plan that includes:
- review and development of te ao Māori across the curriculum
- effective ways to consult with Māori whānau
- plans for developing closer links with local iwi and the marae.
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.
Trustees have good understanding of their roles and responsibilities. They make effective use of achievement information to effectively resource learning opportunities for students.
Senior leaders provide clear direction for learning and teaching and they keep teachers well informed. Teachers are provided with opportunities to grow their own leadership abilities and share good practice that benefits student learning and wellbeing.
Student voice and student leadership is valued. Students have opportunities to make suggestions for school improvement through an active student council. Their council is made up of student-elected representatives from Years 4 to 8.
Leaders and teachers have developed a strong reflective culture that is contributing to ongoing improvements for learning and teaching. Reflection is evident at teacher, syndicate and leadership levels. Review processes are strongly collaborative.
The school is effectively supported through well developed links with parents and the wider community. Parents contribute through involvement in class programmes, school activities and parent teacher association initiatives. The school has strong links with many community organisations and school facilities are regularly shared. An early childhood centre is situated on school grounds. This supports successful transition to school for new-entrant children.
The board, leaders and ERO have identified next steps to ensure the school can sustain and improve its performance. These include:
- reviewing strategic goals and planning, including consultation with students, their parents and staff
- developing annual planning processes that identify priorities and reporting expectations for the principal and staff
- extending appraisal processes to include guidelines for how teachers can gather evidence and evaluate their teaching practice, and how feedback and discussion can be recorded and used to help teachers identify next steps for improving 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
The school makes good use of achievement information to identify and meet student learning needs. Teachers monitor students’ progress well. Reflective practice at leadership and teacher levels is effective and benefits student learning and wellbeing. The school has close relationships with parents and the local community. Plans to review and further develop strategic goals and the school’s curriculum will help the school to support student learning in future learning environments.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Southern
29 June 2015
About the School
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Location
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Amberley, North Canterbury
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Ministry of Education profile number
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3276
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School type
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Full Primary (Years 1 to 8)
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School roll
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234
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Gender composition
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Boys 53%;
Girls 47%
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Ethnic composition
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Pākehā
Māori
Other ethnicities
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80%
10%
10%
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Review team on site
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May 2015
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Date of this report
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29 June 2015
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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August 2010
June 2007
April 2004
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