Broadfield School

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1 Context

Broadfield School is a rural school catering for children in Years 1 to 8. There has been a substantial roll increase since the previous 2013 ERO review. New administration and teaching spaces were about to be opened at the time of this review. A significant number of new children enrolled during 2015. An enrolment zone has been put in place.

The school is actively involved in a cluster of schools that work together on improving teaching and learning across the schools.

There has been a number of changes in school staff and new trustees on the board since the 2013 ERO review.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are for every child to be inspired to ‘dig deep' to be their best in an environment where people are passionate, engaged and valued. The vision is captured in the school motto, 'dig deep', and reflects the school's rural connections.

The school's values, developed by staff, parents and children, are for all to demonstrate aroha, manners, perseverance and honesty.

The school’s achievement information shows that in 2015 many children achieved at or above the National Standards in literacy and mathematics:

  • almost all Māori children are achieving at or above the National Standards in these areas
  • children achieved higher in mathematics than in literacy, with girls achieving better than boys
  • three quarters of children targeted for extra support made accelerated progress in reading during the first half of 2016.

Since the 2013 ERO review, the school has developed a clear vision and values. Leaders have also improved annual planning and assessment processes and practices.

The school has developed several useful systems to increase the consistency of teachers' decisions about children's progress and achievement. This should now be extended to ensure teacher judgements are similar to those in other schools.

3 Accelerating achievement

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

The school responds very effectively to children whose learning and achievement need acceleration. A high proportion of the roll has been identified as having additional learning needs that require extension or further support.

There is a culture of high expectations that Māori, and all children, will achieve to their personal best. The school is inclusive and promotes positive outcomes for all children by providing a supportive, nurturing environment.

Teachers know children and their families well. Students with additional learning needs are effectively identified. There is a team approach, with high levels of collaboration and professional discussion, on the best ways to progress children's learning and support their wellbeing.

School leaders and teachers have a clear understanding of acceleration and use this to set expectations for progress. Teachers use a range of useful assessments. They carefully analyse achievement data and other important learner information to make decisions and monitor progress.

Teachers have a strong focus on increasing children’s engagement, with a particular emphasis on raising achievement outcomes for boys. They make appropriate use of children’s needs, interests and abilities to help shape learning programmes.

Children with diverse needs have detailed individual education plans. Effective teaching strategies that enhance opportunities for success are identified and implemented. A close learning partnership with parents is fostered and valued. Frequent use is made of external agencies and expertise to support teachers, children and their families.

Teachers closely monitor individuals and adjust programmes to improve outcomes for children whose progress needs to be accelerated. Use of teacher aide time is carefully considered so teachers can provide more indepth support for children with specific needs.

School leaders agree that clearly evaluating the impact of specific interventions would assist in showing which programmes and practices are having the most impact on children's progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The curriculum successfully reflects the school's values, vision and goals. Teachers are effective in providing children with many broad, rich opportunities to learn and experience success.

Teachers are progressively and effectively enabling children to take increasing ownership over their learning. Many children confidently talk about their learning and next steps. Teachers foster children's self-management and independence skills. There is an increasing use of learning with digital technologies to support children's learning and engagement. Teachers support children to develop their critical thinking skills. This is particularly evident in Years 7 and 8.

Teachers make very good use of a range of strategies that assist children to take risks in their learning. They actively seek and respond to children's views and opinions. Children are encouraged to grow their leadership skills and are given opportunities to practise their learning. An inclusive sense of family is fostered with older children working with younger children.

Leadership builds strong, educationally-focused relationships to increase children's opportunities to learn and succeed. The school proactively identifies and draws on community resources to enhance learning opportunities, achievement and wellbeing. Leaders and teachers are welcoming, and are inclusive of children and their families.

School leaders embrace new initiatives in a carefully-considered, well-planned manner. There are well-developed systems to support curriculum planning and assessment. Staff are provided with a wide range of appropriate, targeted professional development opportunities to consistently encourage effective teaching practice. Leaders ensure teacher appraisal is thorough. A strong reflective culture is evident.

The board is committed to establishing bicultural partnerships and is explicit about the school’s vision for children’s learning. The school benefits from an ongoing relationship with the local rūnanga. This positively impacts on school culture, curriculum and practices. Further development of curriculum expectations for te reo and tikanga Māori has begun and is in the early stages of development.

The board has a strong focus on supporting children to achieve. Trustees bring a range of skills and experience to their roles. They have engaged in board training and have benefitted from a useful induction. There is a need to further refine the board's goals so they are more strategic.

School leaders and ERO agree that in order to better inform decision making, there is a need to further develop and embed internal evaluation, including curriculum review.

Next steps

The next steps for the board, school leaders and teachers are to ensure that school goals are more strategic, strengthen internal evaluation at all levels of the school and to consolidate and embed recently introduced systems and practices.

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

There is a collaborative approach to pastoral care and progressing children's learning. Teachers actively build positive, respectful relationships with children. Professional discussions focus on constantly raising outcomes for children. Teachers carefully analyse what is happening for each child and plan next learning steps. There is a need to be more evaluative about what is making a difference for children.

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

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014.

7 Recommendation

ERO recommends that the school continues to strengthen the areas of good performance identified in this report and effectively address next steps for improvement.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

5 December 2016

About the school

Location

Christchurch

Ministry of Education profile number

3301

School type

Full Primary (Years 1 to 8)

School roll

153

Gender composition

Boys 54%; Girls 46%

Ethnic composition

Māori

Pākehā

Pacific

Asian

12%

84%

2%

2%

Review team on site

August 2016

Date of this report

5 December 2016

Most recent ERO reports

Education Review

Education Review

Education Review

February 2013

November 2009

September 2006

 

 

1 Context

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

Broadfield School is located close to Christchurch. A feature of the school is how it has retained its rural atmosphere. The school has experienced roll growth in recent years. There are some uncertainties about future roll growth related to proposals to close other schools in the general area. The current principal retired at the end of 2012, after a long period of service at the school.

2 Learning

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

Teachers are making good use of achievement information to inform students’ learning and classroom programmes. The principal and teachers have identified, and ERO agrees, the need to track the progress and achievement of groups and cohorts of students over time. This will assist them to be assured that their expectations for students are sufficiently challenging.

ERO observed positive and supportive relationships throughout the school. Students are well engaged and enjoying their learning. Teachers have high expectations for learning and behaviour. They work well together to plan curriculum programmes and improve outcomes for students.

Student achievement information for 2011, shows that most students achieved at or above the National Standards in reading, writing and mathematics. Māori students achieved at similar levels to their non-Māori peers.

Teachers are extending the range of assessments to monitor students’ progress and achievement. They support students to identify their strengths and next learning steps. An annual assessment plan now guides teachers’ gathering of assessment information.

Students set goals for their learning each term. They monitor these goals with the support of their teachers. Parents are kept well informed about their children’s progress and achievement and next steps for learning in a range of ways throughout the year.

With Ministry of Education assistance the school has developed student achievement targets for 2012 that are appropriately referenced to National Standards and focused on accelerating the progress and achievement of students who are achieving below and well below the National Standard.

The principal and teachers now need to:

  • develop a well understood and consistent process for establishing and reporting on annual student achievement targets
  • ensure that the progress and achievement of the priority groups of students are clearly identified in all reporting against the targets
  • document the process they use to make judgements about students’ achievement against National Standards.

3 Curriculum

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

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

The principal and teachers have developed the school curriculum to reflect the New Zealand Curriculum and the school’s particular circumstances. They have:

  • incorporated learning experiences that use the local environment and community
  • given prominence to the key competencies
  • established a school-wide inquiry process to support students’ learning in topics that cover a range of learning areas
  • worked collaboratively to evaluate their teaching and use this to plan programmes.

The principal and teachers could give greater prominence to the school values so that they more effectively guide students’ learning of social behaviours. The principal is aware of the need to complete curriculum area guidelines.

Students told ERO that they enjoyed the wide range of extracurricular activities available to them. They join with nearby schools for sporting activities.

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

Students and teachers benefit from the school’s long standing and positive relationship with the local marae. This is helping teachers to provide opportunities for Māori students to achieve success as Māori and for all students to increase their understanding of te reo and tikanga Māori. For example, students have opportunity to visit the marae, take part, with their families, in Matariki celebrations and increasingly appreciate bicultural perspectives in their learning programmes.

The school consults with Māori parents. This has helped teachers to identify some areas for development. These now need to be included in the school’s strategic level planning.

4 Sustainable Performance

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

The school will be better placed to sustain and improve its performance when self-review processes have been further developed.

Trustees have a good understanding of their governance role. They have established a clear strategic direction for the school.

The principal has led the school well through a period of significant growth and change. The board has appointed a new principal for 2013.

The board and principal ensure that the community is consulted and kept well informed about school activities, developments and overall student achievement. Parents are welcomed at the school. Their involvement in school activities and students’ learning is actively encouraged.

The board now needs to:

  • develop an overall plan and guidelines for conducting self review. These guidelines should help the board and principal to identify ways to improve learning outcomes for students
  • improve annual planning processes so that trustees can be assured that the school’s priorities are being actioned.

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

28 February 2013

About the School

Location

Rural Christchurch

Ministry of Education profile number

3301

School type

Full Primary (Years 1 to 8)

School roll

105

Gender composition

Boys 64%

Girls 36%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

90%

8%

2%

Review team on site

November 2012

Date of this report

28 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2009

September 2006

August 2003