Abbotsford School

Findings

Abbotsford School is providing a highly effective curriculum for all its students. ERO noted caring and respectful relationships among students, and between students and adults. Students’ learning is closely monitored and needs are responded to well. Teachers use a range of suitable teaching approaches to make learning meaningful to students.

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

1. Context

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

Abbotsford School is providing a rich and broad education for all students in Years 1 to 8. Students and parents are proud of their school. Staffing is stable and highly committed to ensuring best outcomes for students.

The school’s values of respect and responsibility are highly evident in the way adults and students interact with each other. ERO noted caring relationships between students and supportive and positive relationships between adults and students. Teachers work collaboratively and are increasingly sharing and discussing their teaching practice.

School leaders have changed the structure of how classrooms are grouped and learning teams are organised. This is promoting effective communication between senior leaders, team leaders and teachers. The model ensures close scrutiny of students’ progress and achievement, and timely response to identified needs and strengths.

There is strong local community involvement in school activities and students’ learning. Students benefit from the opportunities parents take to be involved in the school and their children’s learning. The school consults widely with its parent community for a variety of purposes. This includes asking for their aspirations and ideas about the school's vision and curriculum.

Abbotsford School is a high performing school in its strategic approach to improvement and development. Leaders and the board have made significant progress against the recommendations identified in the 2012 ERO report.

There have been several developments at the school site since the last ERO review. These include classroom refurbishments to extend the variety of students’ learning environments, provision for ICT and outdoor-play areas.

2. Learning

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

The school makes very effective use of achievement information to make positive changes to learners’ engagement, progress and achievement.

Most students are achieving at or above the National Standards for reading and mathematics. Since the last ERO review in 2012, students’ achievement levels in reading and mathematics have improved. This improvement has been significant in mathematics. The school is currently focused on lifting writing achievement levels. Trustees and school leaders have set appropriate targets and goals to support this lift.

Students’ progress is closely monitored. Teachers and leaders use a variety of assessment tools and practices to:

• identify students in need of additional learning support

• ensure students are sustaining their levels of achievement.

The school has developed highly effective practices and resources to make reliable judgements about students’ achievement levels. Teachers and senior leaders analyse the information deeply. The information is used effectively to:

• evaluate how well interventions, class and school-wide programmes are improving students’ learning

• identify areas of learning that need a greater focus for individuals and groups of students.

Students are taking increased responsibility for their own learning. This is a focus area for school-wide development. In particular, ERO noted that:

• teachers make expectations of achievement clear to students

• students set personalised learning goals

• teachers support students to assess their own work against agreed criteria

• the school is strengthening the way parents engage in and support their children’s learning.

The board receives comprehensive and informative reports about school-wide achievement in all learning areas. Trustees use the information well to make resourcing decisions that support the school’s strategic direction. They recognise the value of knowing about how well students are achieving in all aspects of the school’s desired outcomes as expressed in its vision.

3. Curriculum

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

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

Students benefit from a broad, interesting and coherent curriculum. Key features include:

• good coverage of all learning areas with additional opportunities provided by specialist teachers in the arts, physical education and te reo Māori

• specific programmes to support student wellbeing and social-skills development

• learning programmes that have appropriate sequencing and progressions over class and year levels

• authentic and purposeful learning contexts and activities that enhance students’ engagement and motivation for learning.

Students learn in settled and purposeful classrooms. ERO observed well-managed classrooms and high levels of student involvement in appropriate learning activities. Students were able to tell ERO about their learning and what they currently had to focus on to improve. Teachers use a range of suitable teaching approaches to make learning meaningful to students. They are reflective to ensure their teaching is making a difference to learning.

School leadership promotes effective planning, coordination and evaluation of curriculum and teaching. The school has a continual focus on improvement in literacy and mathematics. This focus is reflected in improved achievement levels. Teachers and leaders have a strong shared understanding of how the inquiry approach guides teaching. Teachers use this approach to meaningfully integrate learning across different subjects.

Learning support programmes are well implemented. Students benefit from a range of interventions to support identified needs. Their progress is closely monitored. Teachers review progress information to ensure they are meeting the students’ needs. The school makes effective use of its teacher aides.

Other key features of the curriculum include:

• numerous leadership opportunities for students, such as house captains, playground mediators, physical-activity leaders and technical assistants

• increased use of ICT for teaching and learning

• an enhanced arts programme that provides opportunities to participate in a range of community celebrations and performances, including school production, choir, drama, dance and kapa haka

• teachers’ responsiveness to oral language needs

• students’ views and perspectives being gathered and responded to as appropriate.

The review of the curriculum currently being undertaken provides an ideal opportunity to ensure the curriculum continues to support the vision/desired student outcomes the community has for its children. 

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

Māori students experience aspects of their identity, language and culture in school life and their learning. They are proud to identify as Māori at Abbotsford School.

All students have regular te reo and tikanga Māori lessons. Senior students have an option of participating in an extension te reo Māori class. Māori students take part in school kapa haka groups. They learn their own pepeha or may choose to use the school-based mihimihi.

Together with whānau Māori the school has developed goals to define what success as Māori means at this school. These goals are well supported by an action plan that reflects the priorities of the whānau. These goals are also part of the school’s strategic plan.

The school regularly reviews and reports progress towards these goals to whānau Māori. The perspectives of students and their whānau are gathered to inform these reviews.

School leaders have recognised the need to continue to develop teachers’ confidence and awareness of best teaching and learning practices for Māori students.

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.

The board and principal share a commitment to equitable and excellent learning outcomes for all students and the provision of a future-focused curriculum and learning environment. They have worked together to develop a comprehensive strategic plan based on effective evaluation. It aligns the planned actions to meaningful desired goals and outcomes for students. The board has reprioritised resourcing in recent years to better support these goals.

The principal has a strategic and coherent approach to managing change and school improvement. She is building a highly reflective and evaluative school culture which has increasing levels of engagement from teachers. She has achieved this through:

• leadership development – devolved leadership throughout the school and investment in professional development for leadership

• improved performance management and appraisal processes focussed on student and teacher learning and professional competency

• prioritising reflective practice leading to teachers taking greater shared responsibility for all students’ learning

• well-planned and targeted programmes of professional learning, making strategic use of in-school and external expertise

• modelling the effective use of well-analysed information to make positive changes for learning.

The board effectively meets statutory requirements and has robust processes to regularly review and evaluate policies and procedures. The views of parents, teachers and students are clearly visible in these processes.

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

Abbotsford School is providing a highly effective curriculum for all its students. ERO noted caring and respectful relationships among students, and between students and adults. Students’ learning is closely monitored and needs are responded to well. Teachers use a range of suitable teaching approaches to make learning meaningful to students.

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

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

About the School

1. Context

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

Abbotsford School is in a semi-rural area on the outskirts of Dunedin. The community and school share facilities, such as the local hall and school swimming pool.

The school supports its families in many ways. For example, in response to many parents working in town, it provides before and after-school care for students. Parents in turn support the school in a variety of ways. Parents appreciate the open-door and welcoming culture of the school.

Since the 2008 ERO review, a new principal has been appointed. There has been little change in other staffing. ERO found that there are very positive relationships between staff, parents and students.

The school provides a very good education for Years 1 to 8 students. Years 7 and 8 students spoke very positively about their school and their opportunities to be leaders and to take on worthwhile responsibilities. They leave Abbotsford School well prepared for high school.

Senior students described their school as a place where “kids look after each other”. This included older students playing with and caring about younger students and students with special needs. Students know their school values of respect and responsibility and can talk about how they showed these.

The school has a high number of students with significant learning and health needs. These students are well known by staff, and are supported and included in all aspects of school life.

Since the last ERO review, the junior classrooms have been upgraded. This has created attractive, light and open-plan areas. Students can easily move between different learning areas and teachers, taking advantage of teachers’ strengths and expertise, and the range of resources in each room.

Students feel well supported in their learning and see their school as safe and friendly.

2. Learning

How well are students learning – engaging, progressing and achieving?

Most students show a high level of engagement and interest in their learning. About three quarters of the students achieve at or above the National Standards in reading, writing and mathematics.

Key points

ERO found that many aspects of teaching and learning are going very well. For example, ERO found that students:

• learn in settled and well-managed classrooms
• can confidently talk about what they are learning, the purpose of their learning, and what they need to do to improve
• are learning to take their share of responsibility for their learning
• get regular and useful oral and written feedback about their learning.

Students benefit from good to high quality teaching. Teachers:

• know their students well and what their students’ next learning steps are
• have high expectations for all aspects of students’ learning
• work in partnership with parents to support their children’s learning.

The school provides very well for students with high needs. Two experienced teachers and competent teacher aides work closely with parents to best provide for these students. This includes an innovative programme in which students learn basic life skills such as shopping, cooking meals, and keeping themselves safe in a range of situations.

Area for review and development

The teachers and ERO identified several areas where teachers could further improve their assessment practices. These include:

• continuing to build shared understandings about students’ progress and achievement against the National Standards
• having a well-chosen range of assessment tools
• making better use of some assessment information to inform their teaching.

3. Curriculum

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

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

Key points

There are very clear expectations and guidelines for teachers to follow when planning and implementing programmes of learning.

The principal has developed a useful framework and guidelines for the review of all aspects of the school’s curriculum. Senior leaders and teachers have begun a comprehensive review of programmes and teaching practices. The recent review of assessment practices is a good example of effective review. This confirmed what is going well and identified areas that could be improved.

Students benefit from a wide range of learning opportunities that are set at the appropriate level of challenge. Examples include:

• interesting and enjoyable topics that lend themselves to hands-on and real-life experiences
• the careful integration of reading, writing and other curriculum areas into topic studies
• students making choices about their learning, especially within topic studies.

Areas for review and development

Teachers and ERO have identified that teachers need to review and improve:

• the effectiveness of their inquiry approach to learning
• how well te reo and te ao Māori are included in day-to-day learning
• how well technology is used as a tool to support teaching and learning
• the provision for students with special abilities.

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

Teachers expect Māori students to be successful in their learning. These students are very well supported and most achieve at or above National Standards in reading, writing and mathematics. Senior Māori students told ERO that they enjoy their learning, especially in their kapa haka group.

Parents that attended a meeting with ERO said that their children are happy at this school. They find the principal and teachers very approachable.

Any Māori student who is below the National Standards is well supported to make faster progress.

Area for Review and Development

In the past, the principal has individually met with each parent of Māori students. School leaders need to improve their consultation with parents of Māori students, collate the outcomes of this, and show how they respond to parents’ wishes for their children’s education. The school could better recognise Māori students’ identity as Māori.

4. Sustainable Performance

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

The school, with its new principal and the board’s recent focus on improving governance, is well placed to sustain and improve its performance.

Key points

ERO found many effective management and governance practices. The board’s strategic plan identifies the school’s priorities for the next three years. The annual plan clearly states what needs to be done, by whom and how. The new principal has already reported on progress in implementing this plan.

A comprehensive framework for the review of all aspects of governance has been recently developed. The board has begun to implement this.

Trustees are committed to improving their understanding of governance and often attend workshops and other professional learning about their role.

The school is well managed by an experienced and able new principal. She is supported by a strong senior leadership team. Staff members value the way adults in the school work constructively with each other, and share ideas and resources.

The board is well informed about student achievement against the National Standards. From this information, the school has identified at-risk groups of students and set appropriate targets.

The board places a high priority on student learning and allocates additional funding to support special-needs and other priority students.

Areas for review and development

Some aspects of monitoring students’ progress and achievement could be improved. The school needs to develop better:

• ways to track and monitor the progress of all groups of students over time
• systems for monitoring the progress of students who are below the National Standards.

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
• stand-downs, suspensions, expulsions and exclusions
• attendance.

While on site, ERO discussed a number of areas where the school could improve its practices. This included ensuring that:

• the school consults with its parents about all aspects of the health curriculum
• due process is more carefully followed with appointments of trustees and staff
• a general survey of students and parents is periodically carried out
• regular health and safety checks are documented and reported to the board.

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

1 August 2012

About the School

1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.