Bledisloe School - 25/06/2014

Findings

Students are highly engaged in purposeful learning. Most achieve well. The curriculum values the cultural background of students, families and whānau. The school has a strategic focus on raising achievement for Māori students and boys. Documenting procedures for self review will bring greater consistency to evaluating programmes and teaching.

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?

Bledisloe School is located in Taradale, Napier. At the time of this ERO review the roll was 313 with 35% identifying as Māori. Many families and whānau have strong connections with the school.

The shared vision ‘to be better than before in all that we do’ is underpinned by the school's mission, quality teaching framework and the three Rs; expectations of respect, resilience, responsibility. Involvement in the Ministry of Education programme, Positive Behaviour for Learning, has resulted in these expectations being embedded in the culture of the school.

The principal was appointed in 2012. There has been a change of board personnel in 2013. New members bring a range of knowledge and skills to their role as trustees.

2 Learning

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

Students are highly engaged in purposeful learning. Most achieve well. The school reports cumulative progress is evident as students move through to Year 6. Schoolwide results at Year 6 are high, with almost all students achieving at or above in relation to the National Standard in reading. Positive and respectful relationships between students and staff contribute to a calm and productive learning environment. Students confidently discuss and share their learning with each other and adults. Teachers' high expectations are evident.

Senior leaders use student achievement information effectively to establish which students need to be targeted for accelerated progress and those for extension. Writing has appropriately been identified as an area for development. The school has a strategic focus on raising achievement for Māori students and boys. Sound systems ensure that the progress and achievement of students is closely monitored by classroom teachers and senior staff.

Reports to parents provide comprehensive information on all learning areas. Teachers know the students well. Student progress and achievement in relation to National Standards in reading, writing and mathematics is shared with parents twice a year and in three-way parent, student, teacher conferences.

3 Curriculum

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

The curriculum supports learning effectively. It is underpinned by a teaching framework that sets expectations for teaching. It acknowledges and values the cultural background of students, their families and whānau. Literacy and mathematics are priorities. The current review of the curriculum intends to integrate other learning areas through an inquiry-learning approach. The senior leadership team and teachers should give priority to the completion of this review in consultation with families and whānau.

Teachers are committed to raising the achievement of all students. They use a range of good teaching strategies to engage students with learning. Students know the purpose of their learning and receive relevant feedback. This enables them to set useful individual academic goals to guide next steps.

Student work is purposefully displayed and celebrates achievement. Students have access to a good range of resources including information and communication technologies to support learning.

Students with special education needs are included effectively in classrooms and wider school programmes. Transitions are supported by constructive relationships with families, other schools and outside agencies. Resourcing to support students with special education needs is used appropriately. The principal acknowledges the need to report to the board about the difference made for these students as a result.

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

Māori students experience a learning environment in which their language, culture and identity are recognised and valued.

Key factors that demonstrate this include:

  • a philosophy statement that guides thinking and practice
  • the appointment of a teacher who is responsible for monitoring Māori student achievement
  • a summer school programme for Māori students to sustain achievement levels over the summer break
  • links with the local marae
  • leadership opportunities in cultural events
  • using local expertise to support school events.

The principles of Ka Hikitia Accelerating Success 2013-2017 have been well considered and are evident in practice.

Leaders know they need to continue to engage with whānau. School and family partnerships support the learning and success of all Māori students.

4 Sustainable Performance

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

The school is well placed to improve its performance.

New trustees elected in 2013 are committed to ongoing improvement. They have trained for the governance role. They regularly receive useful information on student progress and achievement which is used to make responsive resourcing decisions. The development of a governance manual should assist the induction of new trustees. The board should ensure its policies and procedures are current.

Senior leaders work collaboratively and are highly reflective. Well focused professional development, linked to identified priorities, encourages teachers and leaders to extend their practice. It is focused on building teachers’ capability to enhance learning for all students.

The charter sets out clear direction for the school. Self review is undertaken to set direction for improvement. Developing a documented procedure for self review should bring greater consistency to the evaluation of programmes and teaching. This in turn should strengthen understanding and more clearly show the rationale for decision making.

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

Students are highly engaged in purposeful learning. Most achieve well. The curriculum values the cultural background of students, families and whānau. The school has a strategic focus on raising achievement for Māori students and boys. Documenting procedures for self review will bring greater consistency to evaluating programmes and teaching.

ERO is likely to carry out the next review in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services

Central Region

25 June 2014

About the School

Location

Taradale, Napier

Ministry of Education profile number

2546

School type

Contributing (Years 1 to 6)

School roll

313

Gender composition

Female 51%

Male 49%

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

35%

53%

12%

Review team on site

May 2014

Date of this report

25 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2011

December 2007

January 2005