Findings
The school community works collaboratively to maintain a positive school culture and high expectations. Students experience high quality education in an inclusive environment underpinned by a focus on student-led learning. They are supported to succeed through a wide range of curriculum and learning opportunities. The majority are high achievers.
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?
Ashhurst School, near Palmerston North, caters for Years 1 to 8 students from the township of Ashhurst and surrounding rural areas. The roll of 415 students includes 21% who are Māori. Leadership is a key feature of the curriculum especially for Year 8 students.
Students continue to be consulted about learning and environmental developments and their opinions are valued.
The school has a positive reporting history with ERO. Trustees, senior leaders, teachers and support staff work as a professional and experienced team. Relationships among staff and with the board and community are respectful. Shared aspirations for the school’s future are evident.
The collaboratively developed motto ‘Together we Learn’ underpins all that happens for students and staff across the school. The values: Achievement; Resilience; Responsibility; and Respect (Eke Taumata, Manawaroa, Tū Tangata and Whai Ngākau) are evident in practice.
Increasing development of flexible use of spaces and cooperative teaching is being embedded. The provision and use of digital technologies continues to be a focus. Development has been carefully considered, planned and reviewed by the board, leaders and teachers.
This report evaluates the school’s capability and capacity to undertake and use evaluation, inquiry and knowledge building for improvement and innovation to promote positive outcomes for students.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
The learning community effectively uses student achievement and evaluation for improvement and innovation to maximise the learning of all students. Leaders and teachers use a wide range of information to know students well. This allows them to be responsive to student learning and wellbeing.
School data shows that good results have been sustained over time. The majority of students achieve at or above expectation in relation to National Standards in reading and mathematics, and many are at or above in writing. Trustees and leaders have developed appropriate targets in response to this achievement information.
Thoughtful decisions based on achievement data inform provision of interventions and initiatives for students at risk of underachieving. Teachers inquire effectively into student achievement data to evaluate the success of teaching, programmes and interventions. Progress is monitored, programmes are adjusted and specific next steps are shared with learners. A carefully-considered approach uses teachers’ collective knowledge to find solutions and share what makes the most difference. As a result the progress of many students is accelerated.
Students increasingly take responsibility for and lead their own learning. They know the purpose of tasks. Teachers support students to self-assess the quality of their work. Students and teachers collaboratively set criteria to measure how well they are learning.
Student progress and achievement is under constant scrutiny by trustees and staff. In-depth analysis of data and regular reports from team leaders and the principal guide the board’s planning decisions.
Parents are well informed about their children’s progress and achievement. They have a wide range of opportunities to meet and share information with teachers. Genuine partnerships between the school and parents support engagement and children’s learning at home.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school’s curriculum is well designed and successfully promotes and supports student learning. It is underpinned by the school’s motto ‘Together we learn’. The key elements and priorities of The New Zealand Curriculum are effectively integrated.
Students and their families are consulted about the curriculum. Specific strengths, interests and needs of students are considered when their learning programmes are developed. A well-considered approach to the concept of modern learning pedagogy and practice is evident across the school. The curriculum supports students to have the necessary communication skills, adaptability and creativity for the future. The school continues to explore, develop and embed best practice in the curriculum.
High expectations of teachers and students promote a positive, responsive culture for learning. Teaching approaches are learner centred. Positive high quality environments reflect and celebrate students' work. Trusting relationships between teachers and students are evident. A wide range of teaching resources, including digital technologies, supports students in their learning. Students are encouraged to develop leadership and ownership of their learning by:
- setting personal learning goals
- planning and deciding what, where and when they work
- reflecting on their learning
- self-assessing their progress using a range of learning and disposition progressions
- identifying their next steps
- discussing their progress with teachers.
Students and teachers, with support that draws on local expertise, are increasing their capability in te reo me ngā tikanga Māori. Teachers reinforce and integrate the learning in class programmes. Students learn about te ao Māori and kapa haka in order to help them build their understanding of New Zealand’s bicultural heritage.
An emphasis on ensuring students' progress in literacy and mathematics is evident. Ideas across a range of curriculum areas are explored through a school-developed inquiry learning approach. Students are able to develop and apply knowledge and learn a range of skills in meaningful ways.
How effectively does the school promote educational success for Māori, as Māori?
The principal, senior staff and teachers effectively promote educational success for Māori students, as Māori. The school’s curriculum increasingly emphasises aspects of biculturalism within teaching programmes.
There is a shared vision and a genuine commitment by staff to value the language, culture and identity of Māori students in the school. Partnerships with parents and whānau of Māori students result in positive outcomes for students. The school uses effective strategies to gather whānau aspirations about their children’s learning.
Māori students have positive attitudes to school and learning. They achieve very well across all curriculum areas. They are confident and competent learners and are represented in leadership roles. The school kapa haka group and Māori school waiata contribute to supporting Māori student success.
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.
Trustees are skilled and knowledgeable about their governance role. They are strategic, improvement focused, and committed to the wellbeing of the staff and students. The board plans wisely for the future, making carefully considered decisions to support high quality teaching and learning. Change is well managed, soundly-based, and informed through extensive consultation with parents and community.
The principal and senior leaders are a cohesive and collaborative team. Highly effective leadership drives ongoing improvement, sustainability and innovation. Senior leaders maintain coherent and responsive systems to guide self review, and teaching. They lead professional learning programmes that are relevant to teachers’ developmental needs and interests focused on promoting student-centred learning. Senior leaders and teachers lead learning in the wider education community.
Coherent appraisal processes are well aligned with the school’s curriculum, priorities and goals. They promote high expectations for continued improvements to teaching and leadership practices. Critical reflection, cooperation and a high degree of trust encourage teachers to lead in areas of interest and expertise.
Students’ transition into and beyond the school sustains confident and positive attitudes to learning. Feedback from Year 9 students indicates they are well prepared through extensive leadership opportunities, learning challenges, high expectations and the broad curriculum.
The board’s concept of a ‘community of learners’ is evident in practice. Collaboration and shared decision making assist parents to be informed about, and involved in, their children’s education. There is commitment and partnership, between parents and school, to prepare students for future learning and demonstrating the attributes of good citizenship.
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
The school community works collaboratively to maintain a positive school culture and high expectations. Students experience high quality education in an inclusive environment underpinned by a focus on student-led learning. They are supported to succeed through a wide range of curriculum and learning opportunities. The majority are high achievers.
ERO is likely to carry out the next review in four-to-five years.
Joyce Gebbie
Deputy Chief Review Officer Central
29 July 2015
About the School
|
Location
|
Ashhurst
|
|
Ministry of Education profile number
|
2337
|
|
School type
|
Full Primary (Years 1 to 8)
|
|
School roll
|
415
|
|
Gender composition
|
Male 53%,
Female 47%
|
|
Ethnic composition
|
Māori
Pākehā
Pacific
Other ethnic groups
|
21%
72%
4%
3%
|
|
Review team on site
|
June 2015
|
|
Date of this report
|
29 July 2015
|
|
Most recent ERO report(s)
|
Education Review
Education Review
Education Review
|
August 2011
August 2008
August 2005
|