96 Memorial Avenue, Ilam, Christchurch
View on mapTuia Burnside Primary School
Burnside Primary School - 26/09/2019
School Context
Burnside Primary School provides education for 302 students from Years 1 to 6. It is located in the Burnside suburb of Christchurch.
The school’s vision is for learners to aspire to excellence, with students being confident, respectful, creative, resilient and collaborative and displaying a love of learning.
The school’s values are respect, integrity, tolerance, excellence and compassion.
Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- students with additional learning needs
- students at risk of not achieving the school’s expectations
- gifted and talented
- other curriculum areas.
Since the 2017 ERO review, the school has made good progress in addressing the areas identified for improvement. Staffing has remained stable, the roll has increased, and the proposed rebuild is progressing.
Over the past two years teachers and leaders have taken part in professional learning and development (PLD) programmes to improve teaching and learning in mathematics and oral language.
The school is a member of the Waimairi-iri Kāhui Ako l Community of Learning.
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?
Leaders and teachers are working towards achieving equitable and excellent outcomes for its students. The school is achieving good outcomes for its students.
School reported achievement information show that over the past three years:
-
the majority of students achieved at or above the school’s expectations in reading, writing and mathematics
-
the achievement of Māori students is improving but has not yet caught up with the achievement of other students
-
girls achieve better than boys, although this disparity has decreased over time.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school has had considerable success at accelerating the achievement of students whose learning needs to progress at a faster rate.
Most students identified as needing accelerating in reading and maths made good progress 2018.
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?
Students learn in a caring, collaborative and inclusive learning environment. Teachers respond well to the diverse cultures and learning needs of students. They design the curriculum in recognition of the strengths, needs and interests of students. Students have a wide range of opportunities to be successful. They participate in interesting and challenging learning experiences within the classroom and beyond. Teachers make good use of the local environment and community resources to ensure that students engage in rich and authentic learning.
Community collaborations enrich opportunities for students to become confident, creative lifelong learners. Parents and whānau receive information and participate in learning opportunities that enable them to support their children’s learning. School leaders and teachers actively participate in community events. They access useful support from community and education groups. School staff provide leadership within the wider education community, including neighbouring early childhood services and schools.
A distributed leadership model builds relational trust and effective collaboration. Leadership effectively uses the strengths of staff to promote positive outcomes for students. Teachers lead developments to progress the school’s strategic goals. Leaders are building capability through targeted PLD to improve teaching and learning. The principal is effectively leading the implementation of a culturally responsive curriculum. Leaders and teachers have a continuous improvement focus.
The board actively represents and serves the school and education community. Student learning and wellbeing is the board’s focus. Trustees bring a useful range of knowledge and skills to the board. They commit considerable time and energy to the school. The board maximises its effectiveness through induction, ongoing training, and succession planning. Trustees seek and use relevant external advice and resources where needed to ensure better learning outcomes for students.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
The next step for school leaders is to strengthen the evaluation process to determine the impact of recent initiatives. Teachers are developing a useful framework for teaching and assessing oral language. This will be a helpful tool to assist in measuring their success in this aspect of the curriculum. School leaders also need to consider how they will evaluate the impact of initiatives to improve the teaching of mathematics, and the implementation of a programme to promote positive learning behaviour.
The school has developed comprehensive guidelines for the management and appraisal of teacher appraisal gaols. Leaders now need to ensure that these guidelines are consistently implemented. In particular, appraisers need to provide written feedback of their observations of teaching practice, and document their appraisal conversations. A more structured process to documenting the progress towards, and achievement of, teacher appraisal goals needs to be put in place.
To get an overall view of the achievement and progress of all children, the school needs to consider the increasingly significant group of students who are English Language Learners. This will better inform the board, principal and staff on how to continue to support their learning effectively and promote strategic resourcing decisions that support improved outcomes for these learners.
3 Other Matters
Provision for international students
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016) (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review, there were 14 international students attending the school, including 8 short-stay students.
ERO’s investigations confirmed that the school’s processes for reviewing compliance against the Code are robust, documented and lead to change where needed.
4 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 Children’s Act 2014.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Burnside Primary School’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- the provision of a relevant, inclusive curriculum that responds to student interests and needs
- collaboration with community groups that enhances learning
- effective leadership and governance that is focused on continuous improvement of outcomes for all learners.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
- evaluating the impact of the school’s key initiatives on improving outcomes for students
- improving the rigour of the school’s performance management system to better support teachers to improve practice
- analysing and reporting on achievement and progress information for students who are English Language Learners to better inform decision making.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
26 September 2019
About the school
Location |
Burnside, Christchurch |
Ministry of Education profile number |
3305 |
School type |
Contributing (Years 1-6) |
School roll |
302 |
Gender composition |
Boys 51%, Girls 49% |
Ethnic composition |
Māori 19% NZ European/ Pākehā 29% Indian 9% Chinese 9% Filipino 5% African 5% Middle East 5% Samoan 3% Other 16% |
Students with Ongoing Resourcing Funding (ORS) |
Yes |
Provision of Māori medium education |
No |
Review team on site |
July 2019 |
Date of this report |
26 September 2019 |
Most recent ERO reports |
Education Review August 2017 Education Review September 2015 Education Review June 2012 |
Burnside Primary School - 01/08/2017
Findings
The board, school leaders and teachers have made good progress towards addressing the priorities for improvement identified in the 2015 ERO report. While some actions are in the early stages of implementation, progress has been made in the key areas for promoting positive outcomes for children’s learning. The school is now in a better position to further develop internal evaluation practices, improve student achievement and reduce disparity in educational outcomes for all learners.
ERO will review the school on the regular review cycle. The next review will be in 2018.
1 Background and Context
What is the background and context for this school’s review?
The 2015 ERO report identified a period of significant challenge resulting from rapid roll growth and the redefining of the school’s community. The board, school leaders and teachers needed to place more emphasis on raising student achievement and building internal evaluation capacity.
Since the 2015 review the school has been proactive in working with the Ministry of Education (MoE) and seeking advice from the New Zealand School Trustees Association (NZSTA).
The school roll has continued to increase. School and board leadership has remained stable. There have been changes in staff and some new trustees have been appointed. The school is to be rebuilt. The board is working with the MoE to plan for the new school.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The 2015 ERO report identified the following priority areas for review and development:
- student achievement
- appraisal
- internal evaluation practices
- board induction.
Progress
School leaders and teachers have made good progress in using student achievement information to raise student achievement.
The work of a student achievement advisor from the MoE has had a positive impact in developing a stronger shared vision for raising student achievement. This has supported school leaders and teachers to develop systems that are more strongly focused on children whose learning and progress needs to be accelerated.
Teachers use student achievement information in more focused ways to monitor children’s learning progress and achievement. School targets clearly identify children who need additional support with learning. Teachers focus their teaching on ways to accelerate achievement. Useful planning is supporting teachers to work towards the school targets.
The board regularly receives reports on the progress and achievement of children in the school target groups to inform the board in its decision making.
Key next steps
The school needs to improve the responsiveness of its processes and practices in raising the achievement of some groups of children. In particular, for its Māori and Pacific children and for boys. The interventions teachers have in place to respond to children whose learning needs acceleration are effective for some groups of children but not for all children.
Key priorities for the board, school leaders and teachers to support equity and excellence for all learners are to:
- raise overall levels of student achievement
- identify and address in-school disparity
- develop a consistent shared understanding of effective practices for improving progress and acceleration, and to be clear about how this information should be reported to the board.
Appraisal
Progress
There has been considerable emphasis on professional learning to strengthen appraisal. There is evidence of:
- an improvement in reflection on teaching practice
- an alignment between achievement targets, student needs and annual planning
- a clear framework to support teacher reflection
- connections with charter goals in the principal’s appraisal.
Key Next steps
School leaders now need to ensure the appraisal and attestation processes are sufficiently documented for accountability purposes.
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 sufficiently well placed to sustain and continue to improve and review its performance.
The school’s values are embedded in the curriculum and recognised across the school. A strong culture of collegiality and openness to learning is evident at governance, leadership and teaching team level. Teaching teams focus on the specific needs of identified groups of learners.
Internal Evaluation and Board Practices
The school has made progress in developing a sustainable cycle of planning, improvement and internal evaluation. There is evidence of:
- clearer priorities for evaluation and planning to guide school development
- external support to help guide a full evaluation of the school curriculum
- improved teacher capability for evaluation and reflection, at individual and team levels, which is supported by a framework for teacher inquiry
- governance support and documentation for effectively inducting new board members
- a clear work plan for board work, which aligns with leadership work plans
NZSTA support for the board in developing governance practices.
Key next steps
The improvements to systems and practices are in the early stages of development. Important next steps for school leaders and the board are to improve and embed:
- whole school knowledge and capability around effective evaluation (processes, practices and documentation)
- the consistency and quality of teacher inquiries into their practice and impact on student progress and achievement
- the evaluative thinking and quality of analysis of information in the school’s analysis of effectiveness in meeting school targets.
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.
ERO recommends that the school continues its work with NZSTA and the MoE to improve student achievement and promote equity and excellence for all learners.
Conclusion
The board, school leaders and teachers have made good progress towards addressing the priorities for improvement identified in the 2015 ERO report. While some actions are in the early stages of implementation, progress has been made in the key areas for promoting positive outcomes for children’s learning. The school is now in a better position to further develop internal evaluation practices, improve student achievement and reduce disparity in educational outcomes for all learners.
ERO will review the school on the regular review cycle. The next review will be in 2018.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
1 August 2017
About the School
Location |
Christchurch |
|
Ministry of Education profile number |
3305 |
|
School type |
Contributing (Years 1 to 6) |
|
School roll |
265 |
|
Number of international students |
0 |
|
Gender composition |
Boys: 47% Girls: 53% |
|
Ethnic composition |
Māori |
25% |
Review team on site |
May 2017 |
|
Date of this report |
1 August 2017 |
|
Most recent ERO report(s) |
Education Review |
September 2015 |