Bridge Pa School - 24/10/2018

School Context

Bridge Pa School, located in the Bridge Pa community on the outskirts of Hastings, has students in Years 1 to 8. The school and Bridge Pa community have long established connections to Ngāti Kahungungu. All of the 59 students identify as Māori. There is ongoing roll growth.

The school states that its vision is ‘E anga whakamua ai – me titiro whakamuri, Connect to the Past- Prepare for the Future’. The school’s values of ‘Kaha (strong, strength), Pono (integrity, truth) and Aroha (love)’ are currently being reviewed.

Valued outcomes for students are articulated in a graduate profile that states an ambition for students to be confident, respectful, connected members of society who value and demonstrate knowledge of their cultural heritage. Achievement in all areas of the curriculum is also an expectation that is valued for all students.

Current goals and targets for improvement in student outcomes are linked to upholding the culture, language and identity of students, improved consistency of teaching, learning and behaviour management and increased whānau involvement in students’ learning.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading writing and mathematics

  • curriculum enrichment opportunities

  • wellbeing and attendance

  • Kāhui Ako activities and implications for student outcomes.

There have been substantial changes in staffing since the November 2015 ERO report. A period of change occurred with acting leadership from 2016 to mid-2017. Three new teachers have been appointed with one of these appointed as principal mid-2017 after acting as principal for six months.

The School is a member of the Te Waka o Māramatanga Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School leaders report that in 2017 a large majority of students achieved school expectations in reading, writing and mathematics. Girls achieve at slightly higher levels than boys in writing and mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Newly implemented practices and processes for accelerating achievement and monitoring of the progress of ‘students at risk of low achievement’ were introduced in 2017. Targeted students are given sufficient opportunities to revisit and consolidate learning overtime. These are beginning to impact positively on student achievement.

Most students make expected progress. The 2017 data shows that acceleration is evident for many students in mathematics and writing.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leaders collaborate well. They set clear expectations for improvement and success for both teachers and students. The holistic wellbeing of students is actively promoted and supported. Academic progress is well monitored. They have identified student agency, increased whānau involvement in students’ learning and integration of te ao Māori as keys to raising overall student achievement. They have also identified consistency of teaching, learning and behaviour management as areas for ongoing improvements in teacher practice. Targets are set and actions identified to investigate these.

Trustees are strongly focused on student achievement and wellbeing and responsive to both the needs of students and the wishes of parents. They engage regularly with their community and represent their views. They are supportive of teachers. A range of useful and appropriate processes and systems have been developed to guide school operation.

Students experience a broad and active curriculum. Te reo me ngā tikanga Māori are effectively woven throughout school activities. Students have appropriate opportunities to grow academically and to celebrate who they are. Their views inform decision making. Coherent curriculum documentation provides guidelines and clear expectations for teaching, learning and assessment. Student achievement data is analysed and used to identify students requiring additional support and to inform teachers’ planning.

Staff are focused on improving their teaching practice and raising student achievement. A clear and comprehensive appraisal framework builds and supports professional practice. New approaches to learning and changes to delivery of the curriculum are made as the result of reading current research and targeted professional development that is clearly linked to school priorities and improved student outcomes.

Students with additional needs participate in learning opportunities with appropriate support. External agency support is accessed as required.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders and teachers are reflective. A shared understanding of the process for internal review is developing. Improving the depth of analysis, together with clearer steps for actions to be taken in response to findings, should further enhance leaders’ evaluative practice. Outcomes of actions taken should be clearly articulated to trustees, whānau and students.

3 Board assurance on legal requirements

Before the review, the board 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 the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • partnerships with local iwi, community and families that support positive integration of te ao Māori throughout the curriculum

  • leadership and stewardship that focus on positive learning and wellbeing outcomes for all students

  • well established school values that underpin school expectations and operation.

Next steps

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

  • clearer actions and deeper analysis of a range of data to better understand the impact of actions and initiatives

  • communication of evaluation findings to better inform trustees, whānau and students about what is working well and what could improve.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

24 October 2018

About the school

Location

Hastings

Ministry of Education profile number

2547

School type

Full Primary (Years 1-8)

School roll

59

Gender composition

Male 31, Female 28

Ethnic composition

Māori 100%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

24 October 2018

Most recent ERO report(s)

Education Review November 2015
Education Review November 2012
Education Review November 2009