Auckland Point School - 20/08/2018

Findings

Auckland Point School has made considerable progress in implementing systems and processes to support student wellbeing, progress and achievement. School leaders are continuing to develop their skills in the analysis and use of data, and in reporting this in meaningful ways to the board. Trustees, leaders and staff are focused on lifting student achievement. They have put strong foundations in place to achieve this outcome.

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

1 Background and Context

What is the background and context for this school’s review?

Auckland Point School is a small urban school for students in Years 1 to 6. It is located close to the Nelson central business district. About a third of the students identify as Māori. The school continues to provide for children from a wide range of cultural backgrounds.

The 2016 ERO review identified a number of issues that impacted on student learning and achievement. The achievement of students, particularly Māori and Pacific students, was low in reading, writing and mathematics. ERO noted that school-wide systems to support student achievement needed to be improved. This included the tracking of students’ progress, analysis and use of data, improving curriculum guidelines, and more useful reporting to the board.

During 2017, the school had a number of staff and board changes. However, at the time of this review the school had a good balance of new and experienced teachers and trustees committed to the school and its children.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

The school is effectively addressing most of the areas listed below for review and development. However, there is still work to be done in order to improve the achievement of many students as outlined in this report.

Priorities identified for review and development

  • Progress and achievement of students including:
    • -improving student progress and achievement, especially for Māori and Pacific students
    • -providing the board with more frequent and better analysed information on student progress and achievement
  • Review and develop the school’s curriculum and supporting documents so that there are clear school-wide expectations and systems to support teaching and learning
  • Deepen leaders’ and trustees’ understanding of effective evaluation/self review
  • Regularly carry out planned reviews of different learning areas and/or teaching practices and/or special programmes/initiatives
  • Continue to implement and embed improvements to the appraisal of all staff.

Progress

Achievement

Leaders and teachers have put in place a comprehensive system to monitor the progress of students at risk of not achieving. They use a range of assessments, and make good use of these to plan teaching strategies to support individuals and groups of students.

Students are actively involved in their learning and assessment. Teachers make clear the learning expectations at each level of the curriculum. Students know where they are at with their learning. Together with the teacher they communicate this to their parents at learning conferences.

The board is now receiving regular reports on the achievement and progress of priority students. These show some evidence of good progress during the year.

Key next steps

There is still a significant need to lift the achievement of many Māori and other children who are not succeeding well. The majority of Māori students are still not achieving at expected levels in writing and mathematics. Just over half are achieving at expected levels in reading. Leaders and teachers have a more focused approach to teaching and learning to meet this need. They have begun to refine their targets to provide even more focused support for those students who need it.

ERO identified, and school leaders agree, that there is still work to be done to improve the analysis of student achievement data to better inform decision making at leadership and governance levels.

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 its performance.

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.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

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

  • targeted planning to accelerate learning [ERO will monitor and discuss progress with the school.]
  • internal evaluation processes and practices.
    [ERO will provide an internal evaluation workshop for trustees and senior leaders.]

Conclusion

Auckland Point School has made considerable progress in implementing systems and processes to support student wellbeing, progress and achievement. School leaders are continuing to develop their skills in the analysis and use of data, and in reporting this in meaningful ways to the board. Trustees, leaders and staff are focused on lifting student achievement. They have put strong foundations in place to achieve this outcome.

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

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

20 August 2018

About the School

Location

Nelson

Ministry of Education profile number

3181

School type

Contributing (Years 1 to 6)

School roll

109

Gender composition

Girls: 51%

Boys: 49%

Ethnic composition

Māori
Pākehā
Pacific
Other ethnicities

33
55
9
12

Review team on site

June 2018

Date of this report

20 August 2018

Most recent ERO reports

Education Review
Education Review
Education Review

May 2016
December 2012
November 2009