Palmerston School

School Context

Children from Years 1 to 6 attend Palmerston School in East Otago. The school has a roll of 114 children.

The school’s vision is that its children ‘aim high’. Its valued outcomes are that children will be connected, confident, actively involved and life-long learners. The school’s values are that children will show respect, resilience, responsibility, care and honesty. Another priority is that children will develop positive attitudes for learning and living.

Current school goals and targets that relate directly to improving student outcomes are:

• to continue to enhance teaching practice through relevant professional learning and teacher inquiry into effective practice
• that 90% of children will achieve at/above expected levels in literacy and mathematics
• to accelerate the progress of any child below expected levels in literacy and mathematics.

In relation to the school’s priorities and valued outcomes, leaders and teachers presently report to the board schoolwide information about:

• achievement across the school in reading, writing and mathematics
• student wellbeing.

Some of the recommendations from the ERO 2015 review have not been addressed. These included, improving school planning and developing a programme of internal evaluation. 

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?

For most children the school is very successful in achieving excellent and equitable outcomes.

End of 2017 achievement information shows that most children (over 85%) were at or above expected levels in reading, writing and mathematics. For reading and writing, these levels have been sustained over three years. Mathematics achievement was lower but has steadily improved over time.

In 2017, there was no significant disparity in achievement between groups of learners.

The recent school survey indicates that children feel safe and well supported.

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

The school has had variable success in accelerating the learning of children who are below expected levels in literacy and mathematics.

A disparity in writing achievement for Māori children in 2016 was successfully addressed in 2017. In 2017, Māori children achieved at similar levels to their peers in reading, writing and mathematics.

Outcomes for 2017 targets to lift the achievement of children below expected levels in literacy and mathematics varied. The school had some success in raising the achievement of these children in writing, with better results in reading and mathematics. In mathematics, some of the children made at least 18 months progress within the year.   

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?

The school’s culture and environment are very supportive, ensuring that children are ready and keen to learn. Children describe their school as friendly, inclusive and welcoming. They enjoy their learning and have positive relationships with teachers. They can confidently describe the school values.

Leaders and teachers know each child very well as an individual and as a learner. There is a strong focus on wellbeing and children’s readiness for learning. Teachers analyse assessment information deeply to identify specific teaching and learning needs and appropriate strategies. Through formal inquiry, they critically reflect on what strategies are most likely to engage children and improve their achievement. Teachers ensure that parents are well informed about their children’s learning and how, together, they can support this.

Children benefit from a broad and engaging curriculum. This includes good use of digital technology. Most children can talk confidently about their progress, achievement, next learning steps and goals. Teachers place a strong focus on positive attitudes and dispositions for learning. This means that children are ready and able to learn, and take increasing responsibility for this.

The principal has built strong relational trust and a culture of collaboration at all levels. Teachers’ individual expertise is valued and used to share best practice and grow leadership. They are encouraged to explore new ideas and approaches to teaching and learning, such as play-based learning for young children. Teachers have benefitted from high quality professional development that has resulted in improved levels of achievement.

The school is well governed. Trustees have relevant skills and knowledge. They put children at the centre of their work and make well-considered resourcing decisions. At the time of this review there was a board-led and well-planned consultation process with the community about future priorities.   

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

It would be timely for the school to complete the review and updating of some key documents. These include:

• the school charter, including strategic and annual plans
• the school’s curriculum, which leaders and teachers have begun to review, to ensure that guidelines reflect the improved practices within the school  
• guidelines as to how the school will value Māori culture, as well as Māori children’s identity and success as Māori
• developing an internal-evaluation programme that covers all curriculum areas and other teaching and learning priorities over time.

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:

• supportive and caring environment that ensures children are ready and keen to learn
• strong relational trust and collaboration between adults, who put children’s wellbeing and learning to the fore
• very good quality of teaching, including use of assessment information, to support children’s learning
• broad and engaging curriculum
• sound and well-considered governance.

Next steps

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

• updating key school documents such as the charter
• completing the review of the school’s curriculum guidelines
• strengthening te reo and te ao Māori in programmes and practices so that Māori and other children experience a bicultural curriculum
• better monitoring and reporting about the school’s achievement targets, so that rates and sufficiency of progress are clear
• implementing a regular internal-evaluation programme to inform ongoing school improvement.

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 Southern

Te Waipounamu - Southern Region

18 May 2018

About the school