Rudolf Steiner School (Chch)

Rudolf Steiner School (Chch)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within two years of the Education Review Office and Rudolf Steiner School (Chch) 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 

Christchurch Rudolf Steiner School is a special character area school located in Ōpāwa, Christchurch. The school delivers the Steiner Waldorf Curriculum along with the New Zealand Curriculum. It caters for learners from kindergarten to Year 13. A new principal was appointed in 2022.

Rudolf Steiner School (Chch)’s strategic priorities for improving outcomes for learners are to:

  • meet the needs and aspirations of the community underpinned by the special character of the school

  • promote a culture of high expectation in an inclusive and responsive learning environment

  • form effective partnerships and community connections to develop a localised curriculum and bring prominence to Te Tiriti o Waitangi.

You can find a copy of the school’s strategic and annual plan on Rudolf Steiner School (Chch)’s website.

ERO and the school are working together to evaluate how well the school is using student progress and achievement information to meet the needs of individual learners more effectively.

The rationale for selecting this evaluation is:

  • the school’s own internal evaluation process has identified this aspect of practice as requiring further development

  • the school has a range of achievement information and has identified the need to use it more effectively to inform teaching and learning

  • the school intends to identify the most effective assessment practices for its special character and area school context.

The school expects to see:

  • greater consistency in assessment practices, including use of data, moderation and assessment

  • increasingly equitable and excellent outcomes for all learners

  • assessment practices that consider the localised context.

Strengths

The school can draw from the following strengths to support its goal to evaluate how well they are using student progress and achievement information to meet the needs of individual learners more effectively.

  • an established special character and an approach to learning and assessment that involves the whole school community

  • leadership that has prioritised school improvement through a process of internal evaluation

  • the availability of a range of qualitative and quantitative information which reflects the holistic development of each learner.

Where to next?

Moving forward, the school will prioritise:

  • building teacher knowledge and practice in assessment and moderation to meet individual learner needs

  • building capacity in the school community to evaluate practice for effectiveness and sustainability.

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

25 May 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

This school has a kindergarten onsite.

Rudolf Steiner School (Chch)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of November 2022, the Rudolf Steiner School (Chch) 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

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

  • ​​Health, Safety and Welfare policies and procedures that facilitate the provision of a healthy and safe environment for students and staff and that protects their welfare required review.

[Health and Safety at Work Act 2015]

The board has since addressed the areas of non-compliance identified.

Further Information

For further information please contact Rudolf Steiner School (Chch), 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

25 May 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

 

Rudolf Steiner School (Chch)

Provision for International Students Report

Background                                               

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code. 

No international students were enrolled at the time of the ERO review.

Shelley Booysen
Director of Schools

25 May 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

 

Rudolf Steiner School (Chch) - 25/08/2016

Findings

Rudolf Steiner School Christchurch provides good quality, inclusive education and a broad range of learning experiences for students. The special character of the school is clearly evident in the school culture, community and practices. Achievement information is used effectively to make positive changes to students’ engagement, learning and wellbeing. The school is well placed to sustain and build on its performance. 

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?

Rudolf Steiner School Christchurch is a state integrated school providing education for students from Years 1 to 13. Students from the local and wider community attend this school.

The school’s approach is to “educate the whole child, head, heart and hands”, through a broad curriculum that allows balance between academic, artistic and practical activities.

Many students at the school have attended the kindergarten that is on the same site. Children remain in the kindergarten beyond their fifth birthday and transition to the school as a group with their class. Supportive and targeted programmes are in place to help children as they transition from the kindergarten to school and through the school.

The leadership of the school is overseen by a College Principals Group. This group includes the appointed school principal, and the coordinators of the upper and lower schools and the kindergartens.

The board, school leaders and teachers have made very good progress towards addressing the recommendations of the December 2012 ERO report. This is most evident in assessment practices, the use of achievement information, and the strengthening of aspects of evaluation.

2 Learning

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

The school is making increasingly effective use of achievement information to make positive changes to learners’ engagement, progress and achievement. Teachers are developing their use and analysis of a range of assessment information. Improved school-wide processes are now in place to better monitor student progress. Teachers know their students very well.

The lower school makes good use of the Steiner Learning Steps that are aligned to the National Standards in reading, writing and mathematics. Teachers use a range of standardised tests and are further developing their use of other formative assessments to make accurate judgements about a student’s progress and achievement. They have made good use of external support to improve assessment practices. More robust moderation is evident, especially in writing, to ensure consistency of teachers’ judgements.

The next steps for teachers in the lower school include:

  • developing consistency in their understanding of assessment practices
  • strengthening moderation in other areas of the curriculum.

Many students, including Māori, achieve well. They reach expectations in relation to the National Standards by the end of the lower school.

Upper school students’ achievement is comparable to students at similar schools. They can select appropriate standards within multilevel classes allowing for personalised learning and educational pathways. Numeracy and literacy requirements for the National Certificate of Education (NCEA) are regularly tracked and relevant standards adopted to ensure students can succeed. The numbers of Merit and Excellence endorsements at Levels 2 and 3 continue to improve.

Student’s achievement in the first two years of the upper school is well monitored across all curriculum areas.

The school has an increasing number of students on the roll identified as having additional learning or developmental needs. The Special Educational Needs Coordinator’s (SENCO) processes for monitoring the progress of students with additional learning needs have become more effective. The SENCO works closely with classroom teachers to identify, support and monitor these students. Students with exceptional abilities are recognised and programmes developed to support their learning and progress.

3 Curriculum

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

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

The special character of the school is clearly evident in documentation and practices. The school’s curriculum closely aligns the New Zealand Curriculum, the Rudolf Steiner philosophy and the ideals of the community who choose to send their children to this school.

Students are provided with a broad range of learning experiences. Teachers give a strong emphasis to physical activity, music and the natural world. Teachers have increased the range of curriculum and vocational pathway options with a broader choice within senior course work since the 2012 ERO review.

Teachers know students very well and use this knowledge to support their learning and wellbeing. Students have choice within topics that link to their interests. This is being developed further in some classes.

ERO and teachers agree that the next step for the school is to extend the opportunities for students to provide feedback about their learning and how teachers can support them more.

Teachers have also identified that it is now timely to continue the reflection towards, and implementation of, a 21st century Steiner pedagogy.

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

The school effectively promotes success for Māori as Māori.

Māori students are well supported and make good progress in their learning. They have many opportunities to learn about their culture and hear and use te reo Māori.

Teachers have given priority to recognising Māori language and culture. They are well supported by resource people within the school’s community. A national Rudolf Steiner Māori curriculum, ‘He Reo Puāwai', is currently being introduced. It provides good direction for integrating Māori values and perspectives in meaningful ways.

4 Sustainable Performance

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

The school is well placed to build on and improve its performance.

The board governs the school well. It has made good use of training to increase trustees’ knowledge of their governance roles and responsibilities. Trustees have an increased focus on decision making and targeted strategic planning based on useful information and evidence. They receive information about the curriculum to help them make appropriate resourcing decisions. There is a school wide culture of being responsive to issues as they arise, planning and monitoring to improve outcomes for students.

School leaders have strengthened the leadership and management structure of the school to support clearer processes for timely decision making and allocation of responsibilities. They have improved evaluative practices and developed a more defined schedule for review. The school has made good use of external review and targeted in-depth evaluation. They use a variety of ways to collect student and parent views. Reviews have resulted in improvements to practices, for example, some aspects of appraisal have been strengthened. These approaches are promoting a more reflective culture.

The school is developing links with other educational providers to extend students learning opportunities, raise student achievement, and support the sharing of effective practice. This includes establishing links with other schools in the Christchurch area as well as extending the already strong links it has with other Steiner schools.

The school and ERO agree that the next step is for the school to continue to build on and strengthen aspects of its evaluative practices. This includes:

  • making increased use of the community voice it collects in its reviews
  • teachers maintaining a focus on outcomes for students and the effectiveness of their teaching when evaluating programmes and practices.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review, there was one international student attending the school.

The coordinator for international students works with other school staff and uses the school’s well established pastoral care systems to monitor the provisions for international students. The school provides language learning support for the students. Students are successfully involved in a range of learning and social activities at school and in the wider community.

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 processes around appraisal need to be further strengthened. This includes updating the school policy and procedures to the current wording of the Education Council, implementing systems for appraising teacher aides, and ensuring all staff have undertaken appraisal consistent with the Education Council Aotearoa New Zealand expectations. [s77C State Sector Act 1988 and NAG 3. Part 31 Education Amendment Act 2015]

In addition the school needs to strengthen appointment and induction processes. This includes updating policies and procedures to ensure that the requirements from the Vulnerable Children’s Act relating to identity checking for employees are being met and developing clearer procedures to support the induction of staff.

Conclusion

Rudolf Steiner School Christchurch provides good quality, inclusive education and a broad range of learning experiences for students. The special character of the school is clearly evident in the school culture, community and practices. Achievement information is used effectively to make positive changes to students’ engagement, learning and wellbeing. The school is well placed to sustain and build on its performance.

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

Lesley Patterson

Deputy Chief Review Officer Southern

25 August 2016

About the School

Location

Christchurch

Ministry of Education profile number

419

School type

Composite (Years 1 to 15)

School roll

368

Number of international students

1

Gender composition

Girls 52%; Boys 48%

Ethnic composition

Māori

Pākehā

European

Asian

Australian

Other ethnicities

11%

77%

7%

2%

1%

2%

Review team on site

June 2016

Date of this report

25 August 2016

Most recent ERO reports

Education Review

Supplementary Review

Education Review

December 2012

June 2008

April 2007

Rudolf Steiner School (Chch) - 06/12/2012

1 Context

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

Students, staff, board and parents display a strong commitment to fostering the school’s special character. The Rudolf Steiner philosophy is well embedded in the day-to-day life of the school.

The school provides for students from Years 1 to 13. This range supports students’ smooth transition from the kindergarten on the same site through to their secondary education.

Teachers know their students well as they teach them from Year 1 through to Year 8.

Supportive relationships foster a strong sense of community, a positive school culture and students’ wellbeing.

The aftermath of the Canterbury earthquakes in 2010 and 2011 continues to have a considerable impact on many students, parents and staff. The board and management are responding positively to the associated challenges.

The board, managers and teachers have made good progress towards addressing the recommendations in the June 2008 ERO report. For example, some significant improvements have been made to aspects of the school’s curriculum, assessment practices and curriculum self review.

2 Learning

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

Overall, students, including Māori students, are well engaged and achieve well.

The school’s analysed achievement information shows that younger students from Year 3 onwards often achieve well in reading, writing and mathematics. Most Years 7 and 8 students are achieving very well according to a range of national assessments. They display very good oral language and cooperative learning skills. Students in Years 12 to 13 in particular, demonstrate many of the attributes of becoming independent lifelong learners.

The success of students in gaining National Certificates of Educational Achievement (NCEA) qualifications continues to improve. For example, the number of students gaining merits and excellence increased significantly in 2011. Ninety five percent of Year 13 students achieved NCEA Level 3 qualifications.

Many students made good progress towards achieving the targets set to raise their achievement in 2011. Māori students achieve at similar levels to their peers.

The school managers and teachers are making increasing use of achievement information to identify and respond well to students who are achieving below the school’s expectations. For instance, they use this information to provide well-targeted additional learning support for some students. These students are well supported both within and beyond the school and benefit from the different teaching practices and programmes used to meet their learning needs.

The next steps for the school include:

  • clearly defining what counts as students being gifted and talented at this school and extending the range of provisions for meeting the needs of these students
  • further using student achievement information to better determine the progress groups of students make during their time at the school.

3 Curriculum

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

The school’s curriculum successfully supports and promotes students’ learning.

Positive features of the school’s curriculum include the:

  • rich and varied range of learning opportunities created for students through the successful blending of the Steiner and the New Zealand curriculum
  • way tikanga and te reo Māori is increasingly acknowledged and celebrated in the school’s culture and curriculum
  • provision of a wide variety of learning experiences that are well integrated across many aspects of the curriculum
  • monitoring and support provided for students in Years 11 to 13 working towards qualifications.

The principal and managers have identified that some teachers use a wider range of teaching practices than others to successfully engage students in learning. ER0 confirms the need to place an ongoing emphasis on identifying, sharing and extending the use of best teaching practice, including the effective use of information and communication technologies (ICT) to support teaching and learning.

4 Sustainable Performance

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

Overall, the school is well placed to sustain and improve its performance. The planned review of leadership and management structures and practices has the potential to strengthen the school’s capacity for ongoing improvement.

The board governs the school well. Trustees bring to their role a useful variety of skills and demonstrate a strong commitment to promoting the school’s special character.

The board provides a clear future direction through its strategic and annual plans. Trustees and the principal make good use of reports and curriculum reviews to decide what is most important and monitor progress towards achieving key objectives.

While trustees undertake aspects of self review, their work in this area could be enhanced by:

  • developing and following a more clearly defined self-review programme
  • increasing the provisions for gathering parent, staff and student opinions as part of their review processes
  • refining the use made of review findings to help identify their most important future priorities.

The work of the school’s principal is critical to the success of the school. He plays a significant role in local and national initiatives to improve Steiner-based education. This is resulting in preserving key elements of the Steiner philosophy and the school’s special character while being open to different ways of enhancing the quality of education for students. The principal’s high expectations and focus on reflective practices is contributing to the establishment of effective curriculum self-review practices.

The principal has identified, and ERO agrees that priority should now be given to reviewing leadership and management structures and further building leadership capacity within the school. These developments will be critical for building on the best of what is happening and responding to current and future challenges, for example, as changes in staff occur, to address work load issues and provide for roll growth.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code). The board has attested that it complies with all aspects of the Code. At the time of this ERO review, four international students attended the school.

The coordinator for international students works with the principal and upper school managers to monitor the provisions for international students. They effectively support staff to meet students’ needs, and to ensure students’ integration across the school.

Students are fully involved in a range of activities at school and in the wider community. School leaders regularly review their compliance with the Code and students' progress and achievement is analysed as a group.

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 three years.

Graham Randell

National Manager Review Services Southern Region

6 December 2012

About the School

Location

Christchurch

Ministry of Education profile number

419

School type

Composite (Years 1 to 15)

School roll

391

Number of international students

4

Gender composition

Girls 57% Boys 43%

Ethnic composition

New Zealand European/Pākehā

Māori

European

Asian

Other Ethnicities

76%

8%

12%

2%

2%

Review team on site

September 2012

Date of this report

6 December 2012

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

June 2008

April 2007

November 2003