Cust School

Education institution number:

3325

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

139

Website:

http://www.cust.school.nz

Telephone:

03 312 5753

Address:

473 Early's Road, Cust

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Cust School - 05/02/2018

05 Feb 2018

School Context

Cust School is a full primary (Years 1 to 8) state school. It is located in the Waimakariri District of North Canterbury. It has a stable roll, currently comprising 160 students.

The school’s overarching vision is ‘Be Your Best’. The vision promotes equity of opportunity and achievement excellence.

The school’s learning goals’ expectations are to provide the best quality education, a culture of collaborative relationships, and opportunities for children to be self-motivated, positive and responsive citizens. Valued outcomes, expressed through the school’s mascot, are for children to be thinking, independent, participating problem solvers.

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

achievement in reading, writing and mathematics
progress and achievement in relation to school targets.

The school is a member of the Puketeraki Community of Learning | Kāhui Ako. School leaders are actively engaged with partner schools. The Kāhui Ako vision statement and achievement challenges have been incorporated into the school’s strategic plan.

Since the 2013 ERO review, the school has participated in Ministry of Education professional learning to strengthen teaching and learning in mathematics and literacy.

The school has successfully addressed the recommendations in the previous Education Review report in 2013.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

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

The school is effective in achieving equitable and excellent outcomes for almost all children.

Positive outcomes in literacy and numeracy have been consistent over time. High levels of whole school achievement, at or above expected levels, have been sustained across the core curriculum since 2014.

Although boys’ achievement in writing in 2016 was at expected levels, this was significantly lower than for girls. The school has identified this as a concern and set a target to increase the number of boys at or above expected writing levels.

A wide range of learner achievements is consistently acknowledged by the school. These are celebrated by classroom, whole school and with the local community.

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

Although Māori children are a statistically small cohort, a range of specific strategies is being developed to affirm and strengthen their sense of identity. These target Māori learner needs and support existing strategies to improve their achievement outcomes. Māori learner achievements are consistent with those for the whole school. Strategies to support Māori children are part of a wider school biculturalism focus.

Some targeted learners have progressed from below expected to expected levels of achievement in writing in 2017. There have been positive achievement shifts for numbers of targeted students in mathematics and reading since 2016.

Children whose learning needs acceleration benefit from strong learning support programmes which are responsive to their needs. The majority of learners have made sufficient progress over the past two years. A collective school responsibility for learning support programmes is overseen by a lead group of teachers. Students with additional needs are closely supported to achieve success.

2 School conditions for equity and excellence

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

Effective leadership by the board of trustees and the principal has established a clear, student- centred strategic vision that is embedded in all aspects of the school’s operations. Thorough and detailed planning and communication ensure that the positive school culture, programmes and practice, strongly reflect the school’s vision and values. These are understood and shared by children, staff and families. Community voice about the vision and valued outcomes is sought and highly valued.

Explicit improvement-focused expectations for teaching and learning, aligned with the vision and values, provide a cohesive framework for learning. Children have a range of opportunities in which to achieve through the broad, responsive curriculum which draws successfully on local contexts to enhance learning. Programmes and planning reflect the interests, needs and abilities of individual students, including those with additional needs. Children are well supported to set and monitor learning goals and to understand and manage their own learning. Teachers effectively reflect on their practice and engage in collective targeted professional learning to improve outcomes for learners.

Consistent, sustainable school-wide systems, planning and documentation ensure staff and leaders gather and respond to meaningful information. Regular reporting provides well understood lines of accountability. The board seeks and receives relevant information on which to base its decisions. Children’s progress, learning and wellbeing are closely tracked and monitored.

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

School leaders and teachers need to build on existing practices and understandings to develop deeper shared understanding of tikanga Māori and te ao Māori to fully embed bicultural perspectives and practices across all school operations.

To fully understand the impact of practices, programmes and initiatives on outcomes for learners, school leaders need to ensure there is a consistent approach to internal evaluation.

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:

strong professional leadership which ensures that the strategic vision and values form a foundation for all school operations and decisions, resulting in a cohesive, learner-focused approach to all aspects of the school
clear expectations and systems for teaching and learning that support sustained positive outcomes for learners
school-wide consistent and sustainable practices, documentation and reporting that ensure ongoing effective monitoring of school practices, understandings and outcomes for learners.

Next steps

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

continuing to develop and embed school-wide bicultural understandings and practices to reflect more strongly the bicultural nature of Aotearoa New Zealand and affirm Māori learners as Māori
continuing to develop internal evaluation practices across the school to ensure a consistently evaluative approach.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

5 February 2018

About the school

Location	Cust
Ministry of Education profile number	3325
School type	Full State Primary Years 1-8
School roll	160
Gender composition	Female 51% Male 49%
Ethnic composition	Māori 4% Pākehā 96%
Provision of Māori medium education	No
Review team on site	November 2017
Date of this report	5 February 2018
Most recent ERO report(s)	Education Review September 2013 Education Review May 2010 Education Review May 2007 Education Review March 2004

Cust School - 09/09/2013

09 Sep 2013

1 Context

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

Cust School is a small, rural school with a strong family atmosphere. The principal, teachers and parents work in partnership to support student learning. Students benefit from respectful and positive relationships across the school.

Students learn in safe, well resourced and attractive learning environments. Most students achieve at or above the National Standards in reading, writing and mathematics.

The experienced principal provides good quality leadership and is well supported by dedicated staff. Teachers have a strong focus on continually improving learning outcomes for students. This provides stability for the school and a strong foundation for the school’s strategic direction.

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 student engagement and achievement in learning.

Findings

The board receives regular and well written reports about how well students are achieving. Trustees have set appropriate annual targets for raising student achievement against National Standards. Teachers set useful class goals connected to the school’s targets and strategic plan.

The principal, senior leaders and teachers work collaboratively with school-wide achievement data to effectively identify patterns of progress and achievement for individuals and groups. They plan programmes to meet student learning needs. Students at risk of not achieving and those who require further extension are well catered for. This team approach helps teachers to ably support all students to progress in their learning.

Teachers assist students to identify their learning goals. Students know about their learning and regularly go back and reflect on their progress. Students are very aware of their next steps and what they need to do improve.

Teachers regularly communicate with parents about their child’s progress and achievement. This sharing of information enables both home and school to better support student learning.

Student portfolios provide a good quality record of learning and progress overtime. Assessments and work samples include reflective comments from the student and teacher, and suitable next steps to further extend achievement. Students show pride in their portfolios and parents value this information about their child’s learning.

It would be beneficial for the school to further review National Standards reports to ensure that these are clear and easily understood by parents.

The principal and teachers are keen to further develop their assessment strategies of students' writing. ERO agrees that this is a useful next step.

3 Curriculum

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

The curriculum effectively provides students with choice and challenge in their learning. Students are achieving well in a range of areas including sport and cultural activities.

Findings

Students actively participate and learn through a wide range of interesting experiences from across the curriculum. Teachers are well supported by professional development. Good evidence of this can be seen in classroom practices where:

the students know the purpose of the lessons
teachers make effective use of students' prior knowledge and revisit earlier learning to check understanding
the pace of learning is appropriate to students' needs with good opportunities for them to practice newly learnt skills.

Students are actively engaged and learn in positive classroom environments.

Teachers have skilfully adapted the way they teach. Teachers know what students need to learn and offer target and flexible ‘workshop’ options for students to clarify their understanding. These focus groups increase students' self-management skills. Participation and achievement is closely monitored by teachers. Students are motivated by the choices they are able to make about their learning.

The principal and assistant principal have taken a comprehensive and strategic approach to meeting the needs of gifted and talented students. These students’ needs are well met through classroom and individualised programmes.

The curriculum reflects the school’s high expectations and provides teachers with good guidance on what is important for teaching and learning. The newly reviewed numeracy curriculum provides a good model of curriculum development.

Student work is celebrated each term with the wider school community. These celebrations are valued with high community attendance.

The school’s planned review of literacy, and updating of other aspects of the curriculum to better reflect teacher practices, are useful next step.

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

The school is developing ways to more effectively promote educational success for Māori as Māori.

The school’s end of year National Standards achievement data shows that Māori students are succeeding well in reading, writing and mathematics.

Findings

The inclusive nature of the school culture and values are supporting Māori students to achieve well in their learning. Teachers show care and concern for their wellbeing and learning.

The newly formed kapa haka group is being well received by the school community and is giving an added focus to teaching te reo Māori.

The school’s curriculum includes progressions of learning to develop students' understanding of New Zealand’s unique bicultural context. Teachers are increasingly seeking to integrate Māori concepts into units of work.

The school has identified and ERO agrees there is a need to further integrate Māori language and culture into daily programmes. They are identifying the most effective ways to strengthening this provision. ERO agrees this is an important and timely action.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

Findings

The board has responded well to external review and recommendations from the previous ERO report. There is a strong focus on ongoing improvement at all levels of the school.

Trustees have strengthened their self-review process and are using these reviews, along with student achievement information to effectively make decisions about the future direction of the school.

The board has significantly strengthened the links between the charter, strategic plan, self review, appraisal and classroom practices. The newly elected board is well positioned to continue with this work and is accessing professional development to support trustees in their governance role.

The principal and teachers have high expectations for student learning and achievement. The principal has a good understanding of what highly effective teaching and learning looks like. He effectively models and promotes good quality self review. The principal’s leadership is well respected.

Senior leaders and teachers have many opportunities to develop leadership skills.

The principal, senior leaders and teachers work well as a team. They are highly reflective and focused on improving outcomes for students. Teachers regularly review classroom programmes and reflect on how changes to their practice can further lift achievement outcomes for students.

Student voice is a growing strength in the school. Students' views and opinions are valued and are used to inform decisions about the curriculum and the operation of the school.

The key next steps for the board are to:

prioritise strategic goals and show what actions will be taken each year to achieve these
further improve the self review by including an evaluation of its overall effectiveness
review the teaching component of the principal's role to ensure a better balance between leading and managing the school.

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 four-to-five years.

Graham Randell

National Manager Review Services Southern Region

9 September 2013

About the School

Location	Cust, North Canterbury
Ministry of Education profile number	3325
School type	Full Primary (Years 1 to 8)
School roll	124
Gender composition	Girls 51%; Boys 49%
Ethnic composition	Māori NZ European/Pākehā	7% 93%
Review team on site	July 2013
Date of this report	9 September 2013
Most recent ERO reports	Education Review Education Review Education Review	May 2010 May 2007 March 2004