Findings
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Bishopdale School’s performance in achieving valued outcomes for its students is: Developing.
1 Background and Context
What is the background and context for this school’s review?
This report outlines Bishopdale School’s progress in addressing the areas for review and development in ERO’s 2017 Education Review report. That report identified the need to improve assessment and reporting, internal evaluation, strategic and annual planning, leadership capability and professional leadership and governance.
In the past 12 months a new principal has been appointed, new trustees have joined the board and several new teachers have been appointed. The trustees, leaders and teachers have sought a range of support to provide targeted development in the identified areas.
This ERO review has found that the trustees, 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?
Priorities identified for review and development
The 2017 ERO report identified that the school needed to strengthen the following areas:
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practices for assessment and reporting of progress and achievement
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use of internal evaluation to inform decision making
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the clarity of strategic and annual planning to give clear direction setting for current and future developments
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leadership capability across the school, especially to ensure a relentless focus on improving outcomes for students
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professional leadership and governance.
Progress
School data indicates improving levels of achievement in reading and mathematics over the past four and a half years. At mid-year 2020, two thirds of the students were achieving at or above expected levels in these learning areas. Minimal improvement is evident in writing over the last four and a half years, with just over half the students achieving at or above expected writing levels.
In 2019 the school set targets to accelerate the progress of students achieving below expected levels in writing and mathematics. In writing, 37% made accelerated progress and 61% did so in mathematics. The 2020 targets are focused on raising the achievement in writing and mathematics.
School leaders are embedding sound school-wide assessment and reporting practices. There is consistency of practice across the school. Teachers are making effective use of learning information to inform purposeful and intentional teaching and learning for individual and groups of students. The board receives useful and informative reports to support its decision making.
The strategic and annual plan goals provide clear direction for current developments. These goals were informed through wider consultation, including with trustees and teachers. They link well to the school’s identified needs. The board has identified the desire to extend the consultation to all those within the school community.
The level of professional leadership and governance has significantly improved. There is high relational trust between the trustees, school leaders and teachers based on collaborative and transparent practices. Trustees have a good understanding of their governance role as a result of effective support and ongoing training. Teachers appreciate the strong leadership and visibility of the principal, especially as, together, they establish a learning culture within the school. Parents feel welcome and included as valued members of the school community. School reports, class planning and meeting minutes show a relentless focus on improving wellbeing and learning outcomes for all students.
Internal evaluation at the various levels of the school is leading to improved opportunities and more equitable outcomes for all students. Teachers regularly reflect on their teaching and make appropriate adjustments to teaching programmes, as necessary. As a team, teachers and leaders analyse learning and wellbeing data to determine what is going well and what needs to be improved. School leaders have included success criteria in the strategic and annual plans to assist when evaluating the progress and achievement of goals.
A next step is for leaders and teachers to further develop their understandings and reporting of sufficiency of student progress.
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 developing very sound processes and practices to sustain and continue to improve and review its performance.
The school has significantly developed its capacity to reflect, plan, act and report to its community using evidence which includes student achievement information from self review.
Leaders and teachers are building school-wide capability to sustain and continue to improve student achievement. They have developed the school’s capacity to respond effectively to any current or emergent issues. This was demonstrated during the 2020 COVID 19 experiences.
Leaders and teachers are establishing a foundation of values, leadership, tone, climate and relationships likely to sustain and improve student engagement, progress and achievement.
The next step is to continue to embed the newly developed systems for sustainable and coherent school-wide planning and evaluation practices.
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 Children’s Act 2014.
Conclusion
Bishopdale School is effectively addressing its priorities for improvement. The trustees, principal and teachers are working well together to ensure positive outcomes for all students. Key school practices are successfully supporting an improvement focus. The school is establishing a foundation of leadership, relationships and sound curriculum delivery that is likely to continue the improvement of student progress and achievement.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Bishopdale School’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
28 October 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.