Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Southland Adventist Christian School’s performance in achieving valued outcomes for its students is: Well placed.
1 Background and Context
What is the background and context for this school’s review?
This report evaluates Southland Adventist Christian School’s progress in addressing the areas for review and development that were identified in ERO’s 2017 Education Review report.
At the time of the 2017 review, a first-time principal had recently started. Over the three years prior to that review there had been several staff changes.
This ERO review has found that the board, principal and teachers have made significant progress in the areas identified in ERO’s 2017 report.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
The school is effectively addressing the areas for review and development identified by ERO in the 2017 review.
Priorities identified for review and development
The 2017 ERO report identified that:
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school processes had not proven effective in enabling achievement of equity and excellence
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school leadership and teacher capability were not strong
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the school did not have a rigorous process of internal evaluation
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leaders and teachers were not using school-wide achievement and progress data to identify specific barriers to students’ learning
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the appraisal system did not meet Teachers Council requirements and was not effective.
Progress
The school has greatly improved its organisational capability and operational capacity.
The most significant areas of progress and development include:
- deeper analysis of student achievement data to inform teachers and leaders of student progress and to show trends and patterns that may need to be addressed
- the development and implementation of internal evaluation to better inform teachers and leaders of what is working well and what may need to improve
- the development and implementation of an appraisal system that meets with Teachers’ Council requirements; and aligns with the strategic focus of the school and with students’ learning needs.
Teachers have a clearer understanding of individual student’s needs. They work collaboratively to identify day-to-day teaching strategies to lift achievement of individual students and groups of students. Leaders and teachers have proactively sought, and been involved in, ongoing professional learning and development (PLD) to support their practice for raising student achievement, particularly in mathematics and writing.
The principal has developed useful systems to ensure reliable learning information informs teachers and leaders about student progress and to show trends and patterns that may need to be addressed. The principal and teachers have benefited from multiple opportunities to build a shared understanding of moderation to make more reliable judgements about students’ achievement levels. This has included:
- observations of teachers’ practice in other schools
- observations of each other’s practice
- support from specialist advisors.
The principal has implemented a formal, robust appraisal system which aligns well with PLD priorities, teaching as inquiry, school priorities and students’ needs. He has also established schoolwide expectations for high quality teaching practice.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school is well placed to sustain and continue to improve and review its performance.
The principal and trustees are now well established in their roles, and have a collaborative focus on ongoing improvement and high expectations for all students.
The trustees, principal and teachers have sought a range of support to provide targeted development in each of the areas ERO identified for improvement. They have focused on:
- developing the school’s charter
- using assessment to improve learning
- implementing a meaningful appraisal process
- improving teaching practice to meet the learning needs of students.
They have a growing understanding of the need for robust evaluation of the impact of the curriculum on achievement of the school’s valued outcomes for students.
The board receives regular reports from the principal about student progress and achievement. Trustees use this information to make strategic decisions about staffing and resourcing to support students to succeed in their learning. The principal’s progress towards meeting the strategic goals is reported each month.
ERO has identified that the key next steps are for the school to:
- extend the scope of its long-term plan for evaluation to cover all aspects of school life over three years
- continue to build leaders’ and teachers’ knowledge and understanding about internal evaluation so that they know what works well or not, why and where improvements are needed.
The leaders and teachers have identified that their next step for ongoing progress is to embed and sustain the improvements made since the 2017 ERO report.
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
- school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Conclusion
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Southland Adventist Christian School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Alan Wynyard
Director Review and Improvement Services (Southern)
Southern Region
12 June 2019
About the School
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Location
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Invercargill
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Ministry of Education profile number
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4112
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School type
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Full Primary (Years 1 to 8)
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School roll
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75
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Gender composition
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Boys 49, Girls 26
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Ethnic composition
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Māori
NZ European/Pākehā
Pacific
Other ethnicities
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3
55
10
7
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Review team on site
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May 2019
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Date of this report
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12 June 2019
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Most recent ERO reports
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Education Review
Education Review
Education Review
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June 2017
March 2014
September 2012
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