Broomfield School

Broomfield School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Broomfield School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Broomfield School is a country school inland from Amberley, North Canterbury. It caters for students from the surrounding community in Years 1 to 8. The school vision of active, innovative and collaborative learners is embedded in aspects of school and community life. Community partnerships are an important part of the school learning environment.

Broomfield School’s strategic priorities for improving outcomes for learners are to:

  • develop a localised curriculum based on ‘our purpose, our people, our place’ that meets the learning needs and interests of all tamariki

  • utilise the local history, environment and community strengths to enhance learning opportunities across the school.

You can find a copy of the school’s strategic and annual plan on Broomfield School’s website.

ERO and the school are working together to evaluate the effectiveness of the school’s local curriculum in meeting the learning needs of all tamariki.

The rationale for selecting this evaluation is to ensure:

  • tamariki are successful and achieving well in all learning areas of the curriculum

  • the school is meeting its goal to develop an authentic localised curriculum that provides meaningful learning for all tamariki.

The school expects to see improved student achievement not only in reading, writing and mathematics but in other learning areas such as science and social studies due to more relevant and authentic contexts for learning. In addition, the school expects to see greater community and whānau involvement and connection in and through learning programmes.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate the effectiveness of the school’s local curriculum in meeting the learning needs of all tamariki.

  • Leaders and teachers collectively have expertise in all areas of the New Zealand Curriculum (NZC).

  • Effective leadership of curriculum development by the Deputy Principal that is focused on the needs and interests of all tamariki and their whānau.

  • A cultural narrative and gifting of a Māori name for the school, Te Kura Onepunga, that is contributing to the development of a richer local curriculum.

Where to next?

Moving forward, the school will prioritise:

  • improved tracking, assessment and reporting processes across all curriculum learning areas

  • focused professional development on delivering a localised curriculum

  • deeper and more meaningful use of te reo and tikanga Māori and the school’s cultural narrative

  • offering staff opportunities to develop knowledge and skills in local te reo and tikanga Māori so they can integrate this more deeply into learning programmes across the school.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

16 October 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Broomfield School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of August 2023, the Broomfield School Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Broomfield School, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

16 October 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Broomfield School - 02/05/2018

School Context

Broomfield School provides education for 113 children from Years 1 to 8 in rural North Canterbury. The school's vision is that the Broomfield Learner is active, innovative, and collaborative. Its valued outcomes are achievement, belonging, creativity and self belief. 

The current goals and targets are to:

  • raise the mathematics and statistics achievement of students, with particular emphasis on mathematics & statistics in Years 6, 7 and 8
  • raise the reading achievement of all students with particular emphasis on reading in Year 1.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • aspects of achievement in other curriculum areas as part of curriculum review
  • outcomes for students with special needs and abilities
  • achievement in relation to school targets.

The school roll has remained constant over the past three years. The school is a part of the Puketeraki Kāhui  Ako | Community of Learning. 

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effectively achieving equitable and excellent outcomes for students.

Almost all students achieve at or above expected levels for their age group in reading, writing and mathematics. Achievement information shows no significant disparities in the achievement of particular groups of children.

The school's information shows that most students, including those with special needs and abilities, are making progress. High achievement levels have remained consistent over time.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school has comprehensive systems for tracking student progress. However, school leaders and teachers have not yet identified what is sufficient progress to accelerate the learning of those who need it.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students learn, achieve and progress in the breadth and depth of the New Zealand Curriculum. They learn through topics that are meaningful and relevant to their experiences and interests. The recently developed technology curriculum provides interesting and motivating learning contexts for Year 7 and 8 students. Children have a variety of opportunities to excel in outdoor and extension activities. Children whose learning needs acceleration and those with special needs are well provided for within the classroom and through additional support.

Leadership ensures an orderly and supportive environment that is conducive to student learning and wellbeing. Younger children are supported to transition into and through the school through a buddy system. Trustees and leaders understand and act on their responsibilities for children's learning and wellbeing. Their focus on property and road issues has been driven by the need to provide a safe and inclusive environment. Teachers use resources and outside expertise well to make the curriculum accessible to all students. This supports the enacting of the school values, and is recognised as beneficial for all students.

The board actively represents and serves the school and education community in its stewardship role. They have a good mix of skills and have sought and received a wide range of training. They want to know what is happening and how they can make a difference. As a result of consultation, they are working on ways to improve communication with the community. Trustees ask challenging questions about student learning and achievement that focus on school improvement.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Trustees, leaders and teachers need to further develop their collective capacity to do and use internal evaluation and inquiry. Reviews need to be more evaluative and less descriptive than they are currently. School leaders could make better use of data collected to make sense of it, prioritise, take action, monitor and evaluate the results. Undertaking inquiry projects needs to be embedded in teachers' appraisal processes. These steps would help identify strategies that are working best, and assist the board with resourcing decisions.

School leaders need to provide better quality analysis of school-wide achievement data to assist trustees' understanding of how well students are achieving and progressing. There needs to be better identification of what is sufficient progress to accelerate the learning of those who need it. When data is presented to the board, it needs to have more commentary. This includes information about trends and patterns, what is contributing to any shifts in achievement, and what needs to be done next for improvement. School leaders have identified that a next step is to extend assessment and reporting of learner outcomes across more areas of the curriculum.

Further work is needed to ensure that the curriculum is responsive to the language, culture and identity of all students and especially Māori. This includes increasing bicultural perspectives across the curriculum. The school is in the early stages of introducing some Māori language and culture. It needs to develop a sustainable approach that complements and does not rely on external resources.

3 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
  • finance
  • 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. 

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • its broad curriculum that is increasingly responsive to students’ learning needs and interests
  • a learning environment that is inclusive and supportive for students
  • the board’s capacity and focus on inquiring about student achievement and school improvement.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • increasing understandings of internal evaluation and inquiry practices so that these are used more effectively to evaluate and improve outcomes for learners
  • more comprehensive analysis of school wide progress and achievement information to identify and monitor how well student learning is being accelerated for those who need it
  • promoting a culturally responsive curriculum so that all learners, including Māori, have opportunities to have their language, culture and identity valued at school.  

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

2 May 2018

About the school 

Location

Amberley, North Canterbury

Ministry of Education profile number

3303

School type

Full Primary (Years 1 to 8)

School roll

113

Gender composition

Boys 54%: Girls 46%

Ethnic composition

Māori 6%

Pākehā 94%

Provision of Māori medium education

No

Review team on site

February 2018

Date of this report

2 May 2018

Most recent ERO report(s)

Education Review June 2015

Education Review April 2012

Supplementary Review December 2009

Broomfield School - 09/06/2015

Findings

Broomfield School makes very good use of achievement information to promote students' engagement and accelerate their progress and achievement. The curriculum is effectively promoting student learning and wellbeing. New entrant students are supported well through their transition to school. There are high expectations for teaching and learning. The school is well placed to sustain and improve its performance. The school's next step is to review its charter.

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?

Broomfield School is a small rural school which is zoned to help it manage the rapid increase in student numbers. This is due to the development of new housing subdivisions.

Since the 2012 ERO review, a new principal has been appointed as well as some new board members. The board, school leaders and teachers have responded well to the recommendations from the previous ERO report. School leaders and teachers have had access to a useful range of professional development to support a school-wide focus on ongoing improvement.

2 Learning

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

The school makes very good use of achievement information to promote students' engagement and accelerate their progress and achievement. Most students make good progress and achieve at or above the National Standards in reading, writing and mathematics. Teachers regularly track students’ progress. They can show the positive difference their teaching is making.

Students with particular learning needs are well identified and catered for through good quality individual planning, appropriate resources. There are effective communication systems between teachers and teacher aides so that they are able to be reflective and responsive to student learning needs. Teacher aides make a valued contribution to students’ learning.

The board receives well-analysed, useful reports on school-wide student achievement in reading, writing and mathematics, and some aspects of integrated studies. Teachers’ reports provide the principal with good quality information about student progress and achievement, and the teaching practices that contribute to students’ achievement.

Leaders actively foster inclusive practices and student wellbeing. This is particularly evident for those students with special learning or behavioural needs. Trustees are responsive in providing specific resourcing to support students’ learning.

A home learning programme provides choice for students and supports home and school communication and partnership. The level of engagement in this programme is high.

Students share their achievements with parents and teachers in learning conferences and celebrations each term. Students know about their achievement and next learning steps. There are very good systems in place to help senior students set and reflect on their academic, social and self-management goals.

Trustees and school leaders should consider ways to further strengthen the process of setting annual student achievement goals so they:

  • more specifically identify the groups of students who will be targeted for accelerated progress
  • increase the level of teachers’ involvement in setting school-wide achievement targets.

Leaders and teachers have identified, and ERO agrees, that there is a need to further develop assessment practices in curriculum areas other than literacy and mathematics.

3 Curriculum

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

The school’s curriculum is effective in promoting student learning and wellbeing.

Teachers have very clear guidelines and expectations for their practice and the content of student learning. The school curriculum document is comprehensive and useful. It aligns strongly to the school’s values and the New Zealand Curriculum.

Students work in positive learning environments. They are provided with a broad, rich curriculum that gives them many interesting learning experiences within, and beyond classroom programmes. Teachers carefully consider students' interests and strengths.

Teachers are highly reflective and regularly engage in professional discussions about best teaching methods to support students’ learning. Teachers work well together, sharing professional learning. They use this knowledge well to regularly adapt programmes and strengthen learning outcomes for students. Teaching is well pitched and specific to students’ learning needs.

Teachers use a range of effective strategies to support students' learning. Teaching approaches extend students' understanding of ways to think critically. There is also a focus on developing students’ oral language skills and providing them with good quality feedback on their learning.

Transition into the school for new entrant students is well supported. A buddy system builds good connections, relationships and develops a sense of belonging for young students and their families.

Students in the intermediate class have good opportunities to be leaders in the school. They learn about responsible leadership and are aware that they are role models to younger students. Senior students have good opportunities to participate in career education.

School leaders and teachers recognise that they should continue to investigate modern learning practices and develop a shared vision for what this will look like for teaching practice and students’ learning.

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

Leaders actively foster positive relationships with Māori whānau and consult with them about possible forward directions to support teaching and learning. The school has access to skills and experience within the community.

There is a focus on developing teachers' confidence in using and understanding te reo and tikanga Māori. The board has supported appropriate professional development in 2014 and 2015.

There is a progressive approach to teaching te reo Māori as students move through the school. Students are developing a good level of confidence with start of day practices where karakia and waiata are shared.

The next step for leaders and teachers is to give greater prominence to bicultural perspectives in key guiding documents and teaching practices.

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 trustees, principal and staff have high expectations for teaching and learning. There is a strong focus on ongoing improvement at all levels of the school.

The principal works effectively with the deputy principal to enable teachers’ professional growth, leadership opportunities, and a positive team culture. Teachers benefit from high quality targeted professional development. This includes valuing and making good use of teachers’ individual strengths and external providers.

School leaders and teachers make effective use of good systems to support teaching and learning and management practices. Self review is well considered, and provides a systematic, evidence-based process. This includes good use of parent, student and teachers’ views. These reflective practices should now be extended to teacher appraisal.

ERO has identified that it is timely for the board to review its charter to ensure key priorities are reflected in strategic goals and supported by relevant action planning. This should include strategies for using technologies, including clear direction, resourcing and training for staff.

The trustees bring a range of experience and skills to their governance roles. They are reviewing the effectiveness of their governance practices to identify areas for further development. ERO agrees that trustees should undertake further professional development.

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

Broomfield School makes very good use of achievement information to promote students' engagement and accelerate their progress and achievement. The curriculum is effectively promoting student learning and wellbeing. New entrant students are supported well through their transition to school. There are high expectations for teaching and learning. The school is well placed to sustain and improve its performance. The school's next step is to review its charter.

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

Graham Randell

Deputy Chief Review Officer Southern

9 June 2015

About the School

Location

Amberley, North Canterbury

Ministry of Education profile number

3303

School type

Full Primary (Years 1 to 8)

School roll

119

Gender composition

Girls 51%; Boys 49%

Ethnic composition

Māori

Pākehā

1%

99%

Review team on site

March 2015

Date of this report

9 June 2015

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

April 2012

December 2009

January 2009