Ashburton Borough School

Summary

Ashburton Borough School has a roll of 442 children, including 71 Māori children, 32 Pacific children, and 47 Asian children. An increasing number of children from other cultural backgrounds also attend this school, a significant number of whom are English language learners. At the time of this review, the school had one international student.

The school has two sites: one small rural site (Lagmhor), and one large town site. These two sites have a shared governing board of trustees. The school belongs to the Hakatere (Ashburton) Kāhui Ako l Community of Learning.

This school is accredited to deliver the International Baccalaureate Curriculum (IB).

Since the 2013 ERO review, there have been a number of staffing changes. The majority of trustees are new to their role within the last 12 months. However, experienced leadership is well established. Significant progress has been made in addressing the recommendations from the last ERO review. Some aspects of internal evaluation continue to be a work in progress.

How well is the school achieving equitable outcomes for all children?

This school is very responsive to the individual needs of children to reduce disparity and provide equitable outcomes for all. The board, leaders and teachers effectively respond to Māori and other children whose learning and achievement need acceleration.

The processes that are effective in enabling achievement of equity and excellence include:

• children with additional needs being very well supported, including those who are English language learners.
• providing high levels of learning support and guidance
• effective systems for monitoring the progress and achievement of individual students who need additional support
• working in inclusive and respectful ways with children from diverse cultures, valuing their language, culture and identity
• senior leaders and trustees being committed to ongoing improvement to raise student achievement.

The school has identified, and ERO agrees, that in order to sustain equity and excellence the school needs to:

• build on te reo and tikanga Māori perspectives and practices
• strengthen the moderation process for overall teacher judgements
• clarify achievement targets for priority learners in strategic and annual planning
• strengthen evaluative practices across the school.

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

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The board, leaders and teachers effectively respond to Māori and other children whose learning and achievement need acceleration.

The school’s 2016 data shows that 72% of students achieve at or above National Standards in reading and mathematics. Writing results are a little lower. The data shows that boys, Pacific and Asian students are not achieving as well as others, particularly in writing. Māori students are achieving better than other groups. Over the last three years, Pacific student achievement reflects significant gains and is continuing to rise.

There are high numbers of children who are English language learners and others with identified learning challenges at this school. The school identifies the needs of these children early and provides effective support programmes to accelerate their learning and reduce disparity.

The school is able to clearly show the progress of individual priority students. With the new student management system it is likely that the rates of progress for priority learners as a group will be more easily reported, including reporting on what is making a difference.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

The school has many effective processes to enable the achievement of equity and excellence. Teachers work in inclusive and respectful ways with the diverse learners and cultures within the school. The language, culture and identity of students is highly valued.

Senior leaders and staff model high levels of care and respect for children and actively foster supportive relationships and learning partnerships with families. They promote a positive and holistic approach to supporting the wellbeing and learning of children.

Children with additional needs are very well supported, including children who are English language learners. Experienced leaders provide high levels of support to collaboratively plan and implement appropriate interventions. They have effective systems for monitoring the progress and achievement of individual students who need additional support.

The inclusive school culture promotes a positive approach to meeting the needs of children. All children are regarded as capable learners and their success and progress are celebrated. Teachers work collaboratively, taking collective responsibility for children’s learning and wellbeing.

Leaders have given increasing emphasis to developing ways of working successfully with Pacific children and their families. Strategic planning and appointments enhance the learning for children and support culturally responsive relationships with Pacific communities.

Children benefit from a broad and interesting curriculum. There are clear links between the New Zealand Curriculum and International Baccalaureate Curriculum (IBO-PYP). The essential elements of IBO-PYP underpin the curriculum, inquiries include global perspectives and social action. Teachers make good use of the local community and geographical features to enhance learning opportunities.

Strong professional leadership ensures an orderly and supportive environment that is conducive to student wellbeing and engagement in their learning. There is a deliberate focus on building leadership capacity and teacher capability. Professional development and appraisal processes are robust. The senior leadership team demonstrates a strong commitment to reducing disparity and promoting equity and excellence for all.

The board actively serves the school. Trustees are well informed about student achievement and school priorities. They are committed to building knowledge and skills within the board and across the school to provide positive outcomes for children.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

The senior leadership team and board of trustees are committed to ongoing improvement and to raising student achievement. The school is currently able to very clearly show the progress of individual priority students. Some further developments are needed to provide a whole school picture of the progress and achievement of priority students as a group.

The school also needs to:

• ensure that National Standard achievement targets are focused on accelerating priority learners’ progress and achievement, and are clearly stated within strategic and annual plans
• strengthen evaluative practices so that improved practices are embedded and the gains made are sustained and built on.

The school has identified that in order to support sustainable equity and excellence, priority needs to be given to:

• building on te āo Māori perspectives and practices, including the development of a structured and progressive te reo Māori learning programme
• strengthening the moderation process to ensure that consistent, valid judgements about children’s learning are made.

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
• 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.

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 was 1 international student attending the school.

The school has good processes in place to promote and ensure student wellbeing. International students have high levels of involvement and integration into the school community.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, increasingly sustainable processes and practices.

Agreed next steps are to:

• build on te reo and tikanga Māori perspectives and practices
• strengthen the moderation process
• clarify achievement targets for priority learners and include these in strategic and annual plans
• strengthen evaluative practices across the school.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

26 September 2017

About the school

1 Context

What are the important features of this school that have an impact on student learning?

Ashburton Borough School operates on two sites, with two mixed-level classes of students learning on the former Lagmhor Rural School site.

The student roll is becoming increasingly diverse with students from many different cultural backgrounds. An inclusive environment is provided for all students and especially for those with special learning needs.

The school’s values of respect, responsibility and resilience are visible in the positive and supportive relationships in the school. Students have many leadership opportunities and are fully involved in all aspects of school life.

School leaders and teachers have made good progress since the June 2010 ERO review in combining the International Baccalaureate Organisation Primary Years Programme (PYP) with the New Zealand Curriculum. The school is close to meeting the requirements to be an accredited PYP school.

2 Learning

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

The school makes good use of achievement information to promote the learning of students. Most students are achieving at or above National Standards in reading (75%) writing (69%) and mathematics (74%).

The school gives priority to raising the achievement of all students. Some challenging targets have been set to lift the achievement of students achieving below the National Standards. The board receives updates on how well these targets are being achieved.

Student achievement and progress is monitored well by teachers and school leaders. Teachers have a good knowledge of their learners. Thorough and useful class descriptions identify the strengths and needs of students. Particular attention is given to the actions teachers plan to take to raise achievement.

Teachers’ involvement in a Ministry of Education initiative to raise student achievement led to very good progress for some students in Years 5 and 6 in reading in 2012. This approach has been extended across the school in 2013 so that all students may benefit.

Teachers use achievement information to regularly inquire into the impact of their practices so that they can be more responsive to each child’s learning needs.

Students have a growing understanding of their learning, goals and next steps. They regularly assess their own progress and achievement using meaningful criteria that shows what successful learning looks like.

A well-coordinated and monitored programme provides extra learning opportunities for students within and out of classrooms.

Parents are kept well informed about students’ progress and achievement through a range of school-wide conferences, written reports and informal discussions with teachers.

Areas for development and review

Reports on achievement to the board should now be extended to identify factors contributing to or hindering progress and achievement.

School leaders and teachers need to continue to refine written reports so that it is clear to parents how students are achieving in relation to the National Standards and what students’ next steps are in learning.

3 Curriculum

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

The school’s curriculum effectively promotes and supports students’ learning.

The well-designed curriculum provides students with a broad range of learning experiences in all curriculum areas within and outside the school.

An in-depth and well-considered inquiry approach is helping students develop the skills and understandings needed to be successful learners. Students are becoming more aware of their place in the world, and taking greater responsibility for their own learning.

Students and teachers are making increasing use of information and communication technologies (ICT) to support learning. There are plans for students to bring their own devices to use in school programmes.

The school’s focus on environmental education remains a positive feature of the school’s curriculum.

Area for development and review

School leaders and teachers need to extend the reporting of achievement to include all curriculum areas over time to parents and the board, particularly for students in Years 5 to 8.

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

Most Māori students are achieving at or above National Standards in reading, writing and mathematics.

Positive steps have been taken to promote success for Māori students as Māori and to raise their profile in the school:

• the board approved the teacher with responsibility for Māori students taking leave to attend a year-long course in te reo and tikanga Māori in 2012
• this teacher’s enthusiasm, knowledge and connections with the local marae are benefiting students, staff and parents
• Māori students are closely monitored to ensure that their interests, strengths and needs are known and catered for
• the school’s kapa haka performs in school events and cultural festivals.

Areas for development and review

School leaders recognise the need to further strengthen their efforts to support Māori learners. This should include:

• improving the way they seek the views of the parents of Māori students about their children’s learning
• developing a progressive programme of te reo Māori across the school
• increasing the bicultural content of programmes so that all students learn about New Zealand’s bicultural heritage
• increasing teachers’ awareness of the practices that are most effective in supporting Māori learners.

How effectively does the school promote educational success for Pacific students?

Most Pacific students do not have English as their first language. These students get extra help to improve their English from a trained teacher in English for Speakers of Other Languages (ESOL).

Many school practices, such as the welcome given to new families, an inter-class buddy system, targeted learning programmes for individual students, and supportive relationships amongst teachers and students have a positive impact on Pacific students and their families.

Areas for development and review

Achievement reports to the board in July 2013 show that most Pacific students in Years 4 to 8 are not achieving at the expected National Standards, and did not make sufficient progress between March and July.

School leaders acknowledge that the school could do more to ensure that Pacific students experience success. This could include:

• seeking external advice to guide teachers in the best ways to support Pacific students
• developing a stronger relationship with the families of Pacific students
• continuing to identify students’ specific gaps in learning and teaching specifically to close these.

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.

School leaders have high expectations for teachers as professionals. They work well together with staff to provide ongoing support and encouragement. They ensure that teachers have suitable opportunities to extend their knowledge and use of effective practices.

Leaders ensure the school has the capacity among staff to meet the diverse needs of groups of learners.

Appraisal is used effectively to recognise good practice and identify areas where improvement may be needed.

The new board demonstrates a positive attitude towards making ongoing improvements to the school. Trustees have had some training in their roles and responsibilities.

Areas for development and review

Aspects of self review need further development to ensure they are well understood and to sustain their ongoing use.

Strategic planning and reporting could be improved by:

• identifying the priorities and goals for the next three to five years
• identifying the indicators of success to measure progress against
• having school leaders and staff reporting to the board against these goals throughout each year.

The process for school-wide reviews needs to be made clearer. This should include defining and documenting the process so that it is well understood and used consistently at all levels of the school.

The perspectives of parents, students and staff about policies, programmes, practices should be gathered regularly.

Trustees recognise the need to have more training to strengthen their understanding of all aspects of the school’s operations. They would also benefit from a deeper understanding of self review across the school.

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. No international students were enrolled at the time of this ERO review.

The school has met the annual review requirements and this has been acknowledged formally by the Code Administrator.

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.

When is ERO likely to review the school again?

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

Graham Randell

National Manager Review Services Southern Region

4 October 2013

About the School